Commonalities of Georgia's 85/10 High Schools

Commonalities
of Georgia’s
85/10 High Schools
ANALYSES OF GEORGIA HIGH SCHOOLS THAT HAD A GRADUATION RATE OF
AT LEAST 85 PERCENT AND INCREASED THE GRADUATION RATE BY AT LEAST
10 PERCENTAGE POINTS
Research commissioned by the Georgia Partnership for Excellence in Education
GeorgiaPartnership
For Excellence In Education

COMMONALITIES
OF GEORGIA’S 85/10 HIGH SCHOOLS
Analyses of Georgia High Schools that Had a Graduation Rate of at
Least 85 Percent in 2008 and Increased the Graduation Rate by at
Least 10 Percentage Points Over Five Years, 2004 – 2008, and
Sustained the Improvement through 2009
Rate
Research Commissioned by
Dr. Steve Dolinger
President
December 2009

Commonalities of Georgia‘s 85/10 High Schools
RESEARCH BY
Dr. Donna O’Neal
President
COMMONALITIES OF GEORGIA’S 85/10 HIGH SCHOOLS
Analyses of Georgia High Schools that Had a Graduation Rate of at Least 85
Percent in 2008 and Increased the Graduation Rate by at Least 10 Percentage
Points Over Five Years, 2004 – 2008, and Sustained the Improvement Through
2009.
Georgia Partnership for Excellence in Education
2009
All Rights Reserved
2

Commonalities of Georgia‘s 85/10 High Schools
TABLE OF CONTENTS
Analyses Of Georgia High Schools That Had A Graduation Rate Of At Least 85
Percent In 2008 And Increased The Graduation Rate By At Least 10 Percentage
Points Over Five Years, 2004 – 2008, And Sustained The Improvement Through
2009.
Executive Summary .................................................................................................................................... 5
Introduction .......................................................................................................................................... 13
Methodology of the Research ..................................................................................................................... 14
Most Important Strategies Schools Used to Increase the Graduation Rate ............................................... 20
Most Important Strategies Schools Used in Identified Areas to Increase the Graduation Rate ................. 24
Curriculum ............................................................................................................................................ 24
Assessment .......................................................................................................................................... 27
Instruction ............................................................................................................................................. 29
Programs and Interventions ................................................................................................................. 31
Graduation Coaches............................................................................................................................. 35
Amount and Structure of Instructional Time ......................................................................................... 36
Leadership............................................................................................................................................ 37
Professional Learning........................................................................................................................... 38
Continuous Improvement ..................................................................................................................... 40
School Culture ...................................................................................................................................... 42
Family Involvement............................................................................................................................... 44
Community Involvement ....................................................................................................................... 45
Policies and Procedures....................................................................................................................... 46
General Questions................................................................................................................................ 50
Summary .............................................................................................................................................. 51
Commonalities Among 85/10 Schools ........................................................................................................ 52
Recommendations ...................................................................................................................................... 57
Conclusion ................................................................................................................................................. 62
Appendices ................................................................................................................................................. 63
Appendix A – Georgia Partnership for Excellence in Education .......................................................... 64
Appendix B – Georgia High School Graduation Rates 2004 – 2008 and Amount of Change ............ 66
Appendix C – List of Individuals Contacted to Nominate Experts in School
Improvement and Letter to Individuals........................................................................................... 78
Appendix D – Panel of Experts Nominated and Organizations that Nominated
Them and Letter to Individuals....................................................................................................... 83
Appendix E – Questions for 85/10 Schools ......................................................................................... 90
Appendix F - List of 85/10 Schools, Contact Information, and Letter to Principals .............................. 96
Appendix G – Definitions and Calculations of Graduation Rate and Dropout Rate
and Definitions of High School Completers and Graduates ........................................................ 104
Appendix H - Georgia Student Achievement Pyramid of Interventions.............................................. 108
Appendix I – Peach State Pathways .................................................................................................. 110
Appendix J – GAPSS Classroom Instruction Observation Form ....................................................... 119
Appendix K – Worksheet of Common Risk Factors ........................................................................... 122
Appendix L – List of Strategies Used by of 85/10 Schools ................................................................ 124
Appendix M - State Education Agency Actions to Create a State Longitudinal Data System ........... 138
Appendix N – Georgia Receives $8.9 Million Grant to Improve the Education Data System............ 142
References................................................................................................................................................ 144
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Commonalities of Georgia‘s 85/10 High Schools
Tables and Exhibits
Exhibit I: Interdependence of Commonalities Identified as Important in Increasing
The Graduation Rate in 85/10 Schools ..................................................................................... 7
Table I: Range of 2009 Demographic Percentages of 85/10 Schools ............................................. 11
Table II: Graduation Rates of 85/10 Schools, 2004 – 2009, Ranked by 2009 Graduation Rate,
and State Percentages ............................................................................................................ 16
Exhibit II: Location of 85/10 Schools with Population Classifications ............................................... 17
Table III: 2009 Enrollment and Demographic Data by Percent Enrollment in 85/10 Schools,
Ranked by 2009 Graduation Rate, and State Percentages .................................................... 18
Table IV: Range of 2009 Demographic Percentages of 85/10 Schools .......................................... 19
Table V: Differences in the Percentages of Graduation Rates from 2004 to 2005 in 85/10
Schools, Ranked by Amount of Change, and State Percentages.......................................... 48
Table VI: Range of Percentage Points Change in Graduation Rate from 2004 to 2005 and
Number of 85/10 Schools Within the Range ........................................................................... 49
Exhibit III: Interdependence of Commonalities Identified as Important in
Increasing the Graduation Rate in 85/10 Schools................................................................... 53
Table VII: Population Classifications of Counties and Enrollment (2008) of 85/10 Schools ............ 56
Exhibit IV: Fall and Spring Enrollments for Three Academic Years, 2006-2007 through
2008-2009................................................................................................................................ 60
4

Commonalities of Georgia‘s 85/10 High Schools
EXECUTIVE SUMMARY
COMMONALITIES
OF GEORGIA’S 85/10 HIGH SCHOOLS
Analyses of Georgia High Schools that Had a Graduation Rate of at
Least 85 Percent in 2008 and Increased the Graduation Rate by at
Least 10 Percentage Points Over Five Years, 2004 – 2008, and
Sustained the Improvement Through 2009
Research Commissioned by
Dr. Steve Dolinger
President
December 2009
5

Commonalities of Georgia‘s 85/10 High Schools
EXECUTIVE SUMMARY
For too many Georgia students, leaving school before graduation is a lengthy process, not a one-time
decision. The causes may be many and are not the same for all dropouts, but the lifetime effects are
predictable – less income, higher unemployment, less health care, higher mortality rates, and higher teen
pregnancy rates. Communities experience reduced tax revenue, less economic growth, higher criminal
justice costs, and increased costs for public services. 1
Georgia has several schools with varying demographics that have improved their graduation rates
noticeably over a relatively short period of time and graduate comparatively large percentages of
students. What are the characteristics of these schools? Are there commonalities? Could other schools
benefit from the strategies these schools used? Certainly, we think the answer to the last question is
“Yes.”
This research, commissioned by the Georgia Partnership for Excellence in Education, sought to
determine if there are characteristics, practices, programs, and/or conditions common to schools that
have increased the graduation rate significantly and over a short period of time. The research focused on
three criteria, high schools that:
1. Had a graduation rate of at least 85 percent in 2008,
2. Increased the graduation rate by at least 10 percentage points over five years, 2004 – 2008, and
3. Sustained the 85 percent graduation rate and 10 percentage point improvement through 2009.
The schools that met the criteria for this research are referred to as 85/10 schools.
COMMONALITIES OF THE 85/10 SCHOOLS
In the analyses of the schools’ responses to the questions posed to the schools (Refer to the section,
Methodology of the Research), several commonalities emerged as important in increasing the graduation
rate, which reflected to a high degree emphases given by school improvement experts who participated in
crafting questions for the schools. The schools:
1. Focused their school climate, mission, goals, school improvement plans, and continuous
improvement processes on high expectations for student learning,
2. Established a rigorous curriculum, with emphases on career, technical, and postsecondary
education,
3. Assessed mastery of standards and used the data to improve instruction,
4. Concentrated on the mastery of all curriculum standards by all students,
5. Provided effective programs and interventions which remediated students on standards not
mastered, offered opportunities to earn credits needed to move to the next level of learning, and
focused on passing each Georgia High School Graduation Test (GHSGT),
6. Concentrated on an effective transition from eighth to ninth grade ensuring a supportive
environment,
7. Structured the ninth grade to provide academic remediation and social support students needed
to be successful in high school,
8. Emphasized an increase in the amount of student-learning time
and the flexible use of time, particularly for remediation,
9. Held teachers, administrators, graduation coaches, and students
accountable for student learning,
10. Employed administrators who were strong, effective leaders and
teachers who were dedicated, knowledgeable of the curriculum,
and equipped with a variety of effective instructional strategies,
11. Provided resources for teachers to plan collaboratively and use
common student assessments which resulted in the alignment of
the same courses regardless of the teacher, thus, increasing the
quality of teaching, especially for weak or inexperienced teachers,
“Common
assessments and
common curriculum
pacing - we have
had a paradigm
shift.”
1 Georgia Partnership for Excellence in Education, The Economics of Education, 2008; Alliance for Excellent Education, Economic
Benefits of Reducing High School Drop Out Rates in America’s Fifty Largest Cities, November 18, 2009; Georgia Partnership for
Excellence in Education, Achieving Excellence in Secondary Education: Georgia’s Unfinished Business, 2009.
6

Commonalities of Georgia‘s 85/10 High Schools
12. Provided effective professional learning opportunities that focused on student learning,
13. Nurtured personal relationships among faculty, students, and parents in a caring environment and
sought to involve families in school activities, and
14. Used a variety of data and continuous improvement principles and processes to enhance the
school culture and improve student learning.
The interdependence of the commonalities was evident, as well. For example, professional learning is a
tool that was used in continuous improvement processes to analyze student achievement data and apply
the results to planning effective instructional strategies for the classrooms. Refer to Exhibit I for a
conceptualization of the commonalities which are discussed below.
School Culture
Exhibit I: Interdependence of Commonalities Identified as Important in Increasing
the Graduation Rate in the 85/10 Schools
The 85/10 schools strongly emphasized the importance of the school’s culture and its impact on the
graduation rate. The absolute focus of the culture was on high expectations for students and faculty and
on student learning. These schools stressed the importance of an open, respectful, caring environment
that nurtured personal relationships among adults, students, and families.
Continuous Improvement
The schools’ cultures embraced the concepts of continuous improvement. All but a few of the schools
used continuous improvement processes extensively. The schools that indicated they did not have formal
processes in place had implemented many of the practices of continuous improvement, especially
teaming and using data to make decisions.
Mission, Goals, and School Improvement Plans
The mission and goals of the schools centered around high expectations for the academic achievement
of all students. The school improvement plans reflected the same and provided guidance for the school.
The mission, goals, and plans were developed and implemented by teams.
Curriculum, Assessment, and Instruction
Mastery of curriculum standards, by far, was a major focus of the 85/10 schools, and they indicated
dedicated faculty members who had strong content knowledge and exceptional and varied instructional
strategies were integral to the schools’ success.
7

Commonalities of Georgia‘s 85/10 High Schools
Each school emphasized the importance of rigor in courses for college preparation, career and technical,
and special education students. Advanced Placement (AP) courses were viewed as one way to increase
the rigor and further encourage postsecondary study. Several schools implemented curriculum
academies.
Benchmark assessments and common assessments were viewed by these schools as essential for
mastery of curriculum standards. Data were used to determine which students needed remediation on
which standards. The use of these assessments also provided consistency of curriculum and instruction
from teacher to teacher of the same course.
Another commonality in these schools’ success was a dedicated faculty who were knowledgeable of the
curriculum and used a variety of effective instructional strategies. These schools had frequent, focused,
and strategic collaboration among faculty members, and the schools’ administrators were effective
instructional leaders who nurtured a culture of high expectations.
Programs and Interventions
Remediation on standards not mastered was one of the strongest
commonalities found. These schools used numerous strategies, both
during and outside the school day, to ensure each student mastered
the requisite curriculum standards necessary to move to the next level
of learning. Remediation was available to all students through
structured classes and informal tutoring. Remediation also focused on
preparation for the GHSGT. Many of the programs and interventions
were technology-driven.
Effective advisement and counseling programs ensured each student was on track for graduation. Those
students who were not had abundant opportunities for remediation and to earn course credit for subjects
previously failed. These programs were instrumental in establishing personal relationships among
students and faculty.
The 85/10 schools concentrated on an effective transition of students from eighth to ninth grade and on
the structure of the ninth grade itself, ensuring it was conducive to student learning. Many had some form
of a ninth grade academy. For rising ninth grade students who had not mastered the requisite standards
to be successful, the schools provided intense, focused, strategic remediation.
Relationships
Each school emphasized genuine, caring, personal relationships among students, faculty, leaders, and
parents. The 85/10 schools indicated a large part of the graduation coach’s role was to nurture positive
personal relationships and do whatever it took to ensure each student earned the appropriate number of
course credits to move to the next level of learning and each student earned a Pass or Pass Plus score
on each GHSGT.
The schools had strong, effective leaders who were knowledgeable of the curriculum and instruction and
continually communicated high expectations for students and faculty. The leaders established a caring
culture which nurtured personal relationships while holding students and faculty accountable for student
learning. The leaders used continuous improvement processes and teams of faculty members to make
decisions and solve problems.
All schools used strategies to increase community involvement and valued it. Two-thirds of the schools
indicated community involvement directly related to increasing the graduation rate. Community
Involvement was the weakest commonality found.
Tools
“Our teachers are no
longer independent
contractors. We
work collaboratively.”
Teachers and administrators worked together to create and use tools that would ensure rigorous courses
and effective instruction. These schools used data and tools in continuous improvement processes to
tackle and resolve barriers to student learning.
8

Commonalities of Georgia‘s 85/10 High Schools
Each school concentrated on the time students were in the school and how best to use time to increase
student learning. They created ways to expand time for student learning beyond the regular school day
after school, before school Saturdays, and during intersessions.
Clearly, student learning was the absolute focal point of the professional learning in these schools, and
many used learning communities as the structure of their professional learning.
RECOMMENDATIONS
The schools that met the three criteria for this study improved their graduation rates relatively quickly, an
average of 17.1 percentage points over six years, 2004 – 2009, above the state average of 13.5
percentage points for the same time period. These schools are commended for their relentless efforts to
educate all students to high levels. Nevertheless, the problem remains. As successful as these schools
are, combined they will have approximately 600 students (based on 2009 data and averaged over the
length of the traditional high school year) who will not graduate each year. Those interviewed
acknowledged they had more work to do.
Based on this study, the recommendations follow.
1. “Georgia is developing a new, individual student, longitudinal data system based on unique student
identifiers, which will allow for a more accurate accounting of students throughout the State, including
determining each student’s enrollment for the ‘full academic year.’” 2 It is recommended the state
include in the longitudinal data system the capacity for Georgia schools and school systems to
conduct cohort-based, longitudinal studies, the results of which can be used to create locale-specific
Early Warning Systems that predict which students in a specific school or school system will leave
school prior to graduation.
2. The fidelity of implementation of programs and interventions used by the 85/10 schools be compared
to the fidelity of implementation of similar programs and interventions used by a group of
demographically similar high schools to determine if there are significant differences.
3. The roles and practices of graduation coaches in the 85/10 schools should be compared to those of
graduation coaches in a group of demographically similar high schools to determine if there are
significant differences.
4. The practices and rationale used by graduation coaches in the 85/10 schools to identify potential
dropouts and to assign these students to interventions and programs should be analyzed and
compared to demographically similar high schools to determine if there are significant differences.
5. Analyses of the ninth grade retention rates of the 85/10 schools be compared to a group of
demographically similar high schools to determine if the 85/10 schools have reduced retentions
significantly, and, if so, determine how.
6. The commonalities of the 85/10 schools should be compared to a group of demographically similar
high schools to determine if there are significant differences.
7. Schools with a graduation rate of at least 95 percent be analyzed and compared to a group of
demographically similar schools and to the 85/10 schools to determine if there are significant
differences.
8. The state of Georgia consider the implementation of a more formal, structured process for exit
interviews with students who have decided to drop out of school, with additional specific data
collected, analyzed, and reported.
9. The state of Georgia takes steps to ensure that the coding of dropouts in the student information
system is accurate and consistent across Georgia high schools.
10. The state of Georgia, local school systems, and schools consider incorporating the results of this
study in professional learning opportunities for teachers, administrators, graduation coaches, and
other educators, as appropriate. The impact on adult behaviors and student learning should be
evaluated.
11. Researchers continue to add to the body of work.
2 Georgia Department of Education, State of Georgia Consolidated State Application Accountability Workbook, April 15, 2009, p.17.
9

Commonalities of Georgia‘s 85/10 High Schools
METHODOLOGY OF THE RESEARCH
In order to formulate the protocol for this research, a cadre of experts was
identified and asked to suggest questions, and questions were submitted by
representatives of:
1. National Governors Association,
2. National Dropout Prevention Center,
3. Numerous Georgia Colleges and Universities,
4. Communities in Schools,
5. Local School Systems,
6. Southern Regional Education Board,
7. Governor’s Office of Work Force Development, and
8. Others.
The questions were organized into a manageable format and were asked of each school that met the first
two criteria.
Based on 2008 data, 17 schools met the criteria and participated in the research by responding to the
questions suggested by the cadre of school improvement experts. In late spring and early summer of
2009, 39 educators in 15 schools participated in 17+ hours of telephone interviews. Two schools
submitted written responses.
When the 2009 graduation rates were released in October 2009, the criteria of at least 85 percent
graduation rate in 2009 and improvement of at least 10 percentage points over six years, 2004 – 2009,
were applied to the 85/10 schools to determine if the improvement was sustained. Two schools were
eliminated since their graduation rates fell below 85 percent. Thus, 15 schools met all the criteria for this
research. Responses of the two eliminated schools were omitted from this study.
The 15 schools that met all the criteria are:
Buford High School (Buford City)
Gilmer High School (Gilmer County)
Grady High School (Atlanta City)
Greenbrier High School (Columbia County)
Hardaway High School (Muscogee County
Houston County High School (Houston County)
Loganville High School (Walton County)
New Lumpkin County High School (Lumpkin County)
“What gets
measured
and
monitored
gets done.”
Mays High School (Atlanta City)
Perry High School (Houston County)
Redan High School (DeKalb County)
Riverwood High School (Fulton County)
Union County High School (Union County)
Washington-Wilkes High School (Wilkes County)
Westlake High School (Fulton County)
In the 85/10 schools, the 2009 graduation rate ranged from 85.0 percent to 94.9 percent, and the amount
of change, 2004 – 2009, ranged from 10.4 percent to 25.2 percent.
Enrollment in the 85/10 schools ranged from 478 to 2,357 students. The principals’ tenure at their
respective school averaged 4.7 years. Interestingly, seven of the principals had been employed in their
respective school a total of 69 years before becoming principal of that school.
Geographically, 12 schools are in the northern third of Georgia, three in the middle, and none in the
southern third. Seven of the schools are in urban areas, four in suburban areas, three in rural growth
areas, and one in a rural decline area.
10

Commonalities of Georgia‘s 85/10 High Schools
The schools in this study had varied demographic profiles which are summarized in Table I.
Table I: Range of 2009 Demographic 3 Percentages
of 85/10 Schools
Student Demographics 4 Range of Percentages
for 85/10 Schools
Asian
Black
Hispanic
White
Multiracial
Students with Disabilities
0 - 4
0 - 98
0 - 19
0 - 96
0 - 4
5 - 17
Limited English Proficient 0 - 5
Eligible for Free/Reduced Meals
An analysis of the responses of the 85/10 schools based on the counties’ population classification, such
as rural, urban, and suburban, indicated no stronger commonalities than those among all 85/10 schools.
Similarly, analysis of schools’ responses based on student enrollment indicated comparable
commonalities as those of all 85/10 schools. Thus, neither the size of the schools’ enrollment nor the
population classification of the counties in which the schools are located resulted in differences in
commonalities among the 15 schools.
CONCLUSION
In conclusion, in the 85/10 schools the caring culture encompassed continuous improvement practices
and focused on the mission and goals of the school. High expectations for students and faculty were
evident, and there was a single-minded focus on a rigorous curriculum and mastery of curriculum
standards by each student whether postsecondary-bound or career-bound. The emphasis was on
students earning the course credits to move to the next level of learning and passing all GHSGT.
Students who had not mastered the standards were provided concentrated, focused, strategic
remediation on those standards, and they had opportunities to earn course credit for subjects previously
failed. Students were assessed to determine mastery of standards. Teachers were knowledgeable of the
curriculum and employed a variety of effective instructional strategies.
Administrators were effective instructional leaders who nurtured a culture of high
9 - 68
expectations. Additionally, the schools had an intense concentration on an
effective transition of students from eighth to ninth grade and on the structure of
the ninth grade itself, ensuring it was conducive to student learning. Teachers,
administrators, graduation coaches, and students were accountable for student
learning. The schools emphasized an increase in the amount of studentlearning
time and the flexible use of time, particularly for remediation. Teachers
and administrators worked together to create and use tools, including
professional learning, to ensure rigor and effective instruction in each classroom.
These schools used data and continuous improvement processes in their shared
decision-making structure to tackle and resolve barriers to student learning.
“We have a lot
of college
students who
tutor our high
school
students.”
3
Source: Governor’s Office of Student Achievement, www.gaosa.org.
4
One school reported one percent Native American/Alaskan Native students. Each school reported zero percent Migrant students.
Thus, these data are not included in the table.
11

Commonalities of Georgia‘s 85/10 High Schools
COMMONALITIES
OF GEORGIA’S 85/10 HIGH SCHOOLS
Analyses of Georgia Schools that Had a Graduation Rate of at Least
85 Percent in 2008 and Increased the Graduation Rate by at Least 10
Percentage Points Over Five Years, 2004 – 2008, and Sustained the
Improvement through 2009
Research Commissioned by
Dr. Steve Dolinger
President
December 2009
12

Commonalities of Georgia‘s 85/10 High Schools
INTRODUCTION
For too many Georgia students, leaving school before graduation is a lengthy process, not a one-time
decision. The causes may be many and are not the same for all dropouts, but the lifetime effects are
predictable – less income, higher unemployment, less health care, higher mortality rates, and higher teen
pregnancy rates. Communities experience reduced tax revenue, less economic growth, higher criminal
justice costs, and increased costs for public services. 5
Over the past nine years, with the implementation of Georgia’s A+ Education Reform Act of 2000, the
federal No Child Left Behind Act, and the Reauthorization of the Individuals with Disabilities Education
Act, schools and school systems are more focused on those items which are measured and reported.
Since graduation rates are the second indicator for Georgia high schools in their pursuit of Adequate
Yearly Progress (AYP) status, understandably, many schools and school systems are interested in
increasing their graduation rates. Also, interested stakeholders are focusing on keeping students in
school through graduation. Most states, including Georgia, have developed new programs and have
renewed emphases on existing efforts to increase the graduation rate.
The state of Georgia has extensive school improvement efforts underway,
from working with low performing schools in continuous improvement
efforts to implementing a new standards-based curriculum to adopting
more rigorous course requirements for graduation. Efforts are paying off -
Georgia’s graduation rate is increasing. However, the problem remains,
and thousands of students drop out of Georgia high schools each year.
Georgia’s graduation rate must be a focus of stakeholders who are
interested in the State’s future.
“This is not my job,
this is my life’s
work.”
Georgia has several high schools with varying demographics that graduate relatively large percentages of
students and have done so over a comparatively short period of time. Do they have commonalities?
How did they improve their graduation rate? To what do they attribute their success? Does the middle
school contribute to their accomplishments? Could other Georgia high schools benefit from their
strategies? Certainly, we believe the answer to this last question is “Yes.”
The Georgia Partnership for Excellence in Education (Refer to Appendix A for information on the
organization) commissioned this research, the purpose of which is to compare and analyze the
characteristics, practices, conditions, and programs of the identified schools by interviewing their leaders
and other educators using a protocol developed by the researcher and state and national school
improvement experts. The criteria for schools to be included are that the school must have:
1. Had a graduation rate of at least 85 percent in 2008,
2. Increased the graduation rate by at least 10 percentage points over five years, 2004 – 2008, and
3. Sustained the 85 percent graduation rate and the 10 percent improvement through 2009.
Note: In this report, these schools are referred to as “85/10 schools.”
Data were compared and contrasted, and analyses were documented and reported for use by Georgia
educational leaders, school systems, and/or practitioners. Results will be communicated to the
Georgia Partnership for Excellence in Education audiences and other appropriate persons and
organizations.
This study includes:
1. Methodology of the Research,
2. The Most Important Strategies Schools Used to Increase the Graduation Rate,
3. The Most Important Strategies Schools Used in Identified Areas to Increase the Graduation Rate,
4. Commonalities Among Georgia’s 85/10 Schools,
5. Recommendations,
5 Georgia Partnership for Excellence in Education, The Economics of Education, 2008; Alliance for Excellent Education, Economic
Benefits of Reducing High School Drop Out Rates in America’s Fifty Largest Cities, November 18, 2009; Georgia Partnership for
Excellence in Education, Achieving Excellence in Secondary Education: Georgia’s Unfinished Business, 2009.
13

Commonalities of Georgia‘s 85/10 High Schools
6. Conclusion,
7. Appendices, and
8. References.
METHODOLOGY OF THE RESEARCH
The purpose of this research is to compare and analyze the characteristics, practices, programs, and
conditions of Georgia schools that graduate comparatively large percentages of students and have done
so in a relatively short period of time. The methodology of this research follows.
1. The researcher worked with school improvement leaders in the Georgia Department of Education
and others to establish the criteria to be applied to schools to determine which schools would be
included in this research.
2. The criteria were that the schools must have:
a. Had a graduation rate of at least 85 percent in 2008 and
b. Increased the graduation rate by at least 10 percentage points over the five years, 2004 –
2008.
3. Initially, 17 schools met the criteria.
4. The researcher worked with the Governor’s Office of Student Achievement (OSA) to obtain
graduation rate data. Refer to Appendix B for graduation rates of all Georgia schools, 2004-2008
and the amount of change for each school.
5. The researcher contacted several agencies and other entities and asked for assistance in
identifying experts in the field of school improvement. Refer to Appendix C for those contacted
and letter to them regarding this study.
6. The identified experts were contacted and were asked to formulate the questions to be asked of
the 85/10 schools. Not all identified experts submitted questions. Refer to Appendix D for those
identified experts and the letter sent to them.
7. Questions were received and organized into a meaningful, manageable format. Refer to
Appendix E for a list of the questions submitted. The questions to be asked were open-ended
and the responders were allowed to comment without prompts. The subtopics noted by the
experts are listed under each question in Appendix E, but were not included in the questions
given to the schools nor mentioned in the interviews.
8. The researcher contacted all schools that met the criteria. The researcher made an appointment
for a telephone interview and asked a school leader, preferably the principal, to participate.
Others could be included at the discretion of the principal.
9. The interviews were conducted during late spring and early summer 2009. Thirty-nine individuals
participated in the interviews, including the principal of each school except two, one in which an
assistant principal participated and the other a graduation coach. The same questions were
asked of each school, and responses were recorded. The range of the duration of the telephone
interviews was 45 minutes to 90 minutes with a total of 17+ hours. Two schools submitted written
responses.
10. In October 2009, the Georgia 2009 graduation rates were
released. The criteria of the 85 percent graduation rate and 10
percent improvement, 2004 – 2009, were again applied to the
17 schools. Two schools did not meet the criteria. In one, the
graduation rate fell to 80.7 and the other to 84.2. Both schools
increased the graduation rate more than the 10 percentage
points over six years. However, since the schools did not met
“We evaluate and
color code
everything.”
both criteria applied to 2009 data, the responses to the questions posed to these two schools
were eliminated from the research. Refer to Appendix F for the list of the schools, principals’
contact information, and the letter sent to the principals.
11. All responses from the 15 schools that met all criteria were organized into categories very similar
to the categories used in the questions.
12. Responses were analyzed.
13. Results are reported.
14

Commonalities of Georgia‘s 85/10 High Schools
Experts Who Participated in This Study
The experts identified for this study, as well as a body of literature, were the source of the questions
asked of the 85/10 schools. Agencies and other entities, as identified by the Georgia Partnership for
Excellence in Education (Refer to Appendix C), interested in increasing the graduation rate were
contacted and asked to nominate state and national experts in the field of school improvement. The list is
found in Appendix D.
Those identified experts who submitted questions were representatives of:
1. National Governors Association,
2. National Dropout Prevention Center,
3. Numerous Georgia Colleges and Universities,
4. Communities in Schools,
5. Local School Systems,
6. Southern Regional Education Board,
7. Governor’s Office of Work Force Development, and
8. Others.
Limitations of the Research
“We use our
continuous
improvement
tools in our
professional
learning
communities.”
Data on the schools’ graduation rates, 2004 – 2009, were obtained from OSA, and this research is
dependent on the accuracy of the data.
Additionally, this study reports the relative importance of conditions, programs, practices, and
characteristics as determined by those interviewed. All 85/10 schools were implementing many strategies
to improve the graduation rate. However, they were asked to indicate the two to five most important
strategies they used overall and in certain categories which were created from the questions suggested
by the experts.
Several experts who participated in forming questions for the 85/10 schools had reservations about the
validity of the graduation rates of all Georgia schools, not only the ones identified in this study. According
to these experts, Georgia has at least three issues, one of which is the actual calculation of the
graduation rate. Refer to Appendix G for Georgia’s Definitions and Calculations of Graduation Rate and
Dropout Rate and Definitions of High School Completers and Graduates.
The second issue is the accuracy of the data used to calculate the dropout rate, on which the graduation
rate is dependent. Georgia school systems self-report these data through the statewide student
information system. On June 7, 2009, the Atlanta Journal Constitution reported it analyzed enrollment
data over an eight-month period and determined Georgia schools reported more than 19,500 students as
transferring into other Georgia schools but were not reported as enrolling in another Georgia school.
Thirdly, experts noted these problems will continue until the student information system is fully
operational, a unique student identifier code can track all Georgia students from pre-kindergarten through
postsecondary education, and an effective data verification system is implemented.
All 85/10 schools reported they went to great lengths to ensure all coding was correct. Several schools
indicated technology specialists at the district level followed-up to ensure the coding was accurate.
In the 85/10 schools administrators, themselves, were interviewed, sometimes with others. Many were
reluctant to focus on their leadership skills.
Graduation rates were the only data used in this study. Adequate Yearly Progress status, Schools of
Distinction ratings, Georgia School of Excellence ratings, and other designations of schools were not
considered.
15

Commonalities of Georgia‘s 85/10 High Schools
The 85/10 Schools
Table II provides the graduation rates for the 85/10 schools for each year, 2004 – 2009, and the amount
of change, as well as Georgia percentages.
School System/
State of Georgia
Table II: Graduation Rates of 85/10 Schools, 2004 – 2009, Ranked by 2009 Graduation Rate,
and State Percentages 6
School Name
Grad
Rate
2004
Grad
Rate
2005
Grad
Rate
2006
Grad
Rate
2007
Atlanta City Grady High School 75.0 89.2 91.1 87.1 93.9
Fulton County Riverwood High School 76.0 84.1 84.0 87.8 91.8
Lumpkin County
Grad
Rate
2008
New Lumpkin County
High School 73.0 79.5 88.5 83.2 88.0
Muscogee County Hardaway High School 71.5 74.8 79.5 75.6 86.0
Union County Union County High School 69.2 86.5 86.5 86.4 86.7
Atlanta City Mays High School 77.5 89.5 89.3 91.2 91.7
Wilkes County
Washington-Wilkes
High School 64.1 73.1 79.8 87.4 92.8
DeKalb County Redan High School 73.9 70.9 70.8 79.2 85.6
Gilmer County Gilmer High School 63.0 73.4 73.9 76.2 85.1
Columbia County Greenbrier High School 77.7 82.5 90.1 86.9 88.8
Buford City Buford High School 66.3 88.8 88.0 89.2 90.9
Houston County Houston County High School 77.2 88.6 85.4 84.6 89.8
Fulton County Westlake High School 73.2 81.8 82.7 82.9 87.3
Houston County Perry High School 72.8 81.2 83.8 84.5 86.6
Walton County Loganville High School 72.5 76.0 80.0 81.2 86.9
State of Georgia 65.4 67.8 70.8 72.3 75.4
Grad
Rate
2009
16
Amount of
Change
2004-2009
94.9 19.9
93.4 17.4
92.9 19.9
92.0 20.5
89.3 20.1
89.0 11.5
88.7 24.6
88.6 14.7
88.2 25.2
88.1 10.4
87.7 21.4
87.7 10.5
87.3 14.1
86.4 13.6
85.0 12.5
78.9 13.5
In the 85/10 schools the 2009 graduation rate ranged from 85.0 percent to 94.9 percent, and the amount
of change, 2004 – 2009, ranged from 10.4 percent to 25.2 percent.
Enrollment in the 85/10 schools ranged from 478 to 2,357 students. The principals’ tenure at their
respective school averaged 4.7 years. Interestingly, seven of the principals had been employed in their
respective school a total of 69 years before becoming principal of that school.
Geographically, 12 schools were in the northern third of Georgia, three in the middle, and none in the
southern third. Seven of the schools were in urban areas, four in suburban areas, three in rural growth
areas, and one in a rural decline area. Refer to Exhibit II for location and county population
classifications for each of the 85/10 schools. The 2009 enrollment and demographics of each school are
provided in Table III.
6 Source: Governor’s’ Office of Student Achievement, www.gaosa.org.

Commonalities of Georgia‘s 85/10 High Schools
Exhibit II: Location of 85/10 Schools with Population Classifications 7
The 85/10 schools are:
Buford High School (Buford City)
Gilmer High School (Gilmer County)
Grady High School (Atlanta City)
Greenbrier High School (Columbia County)
Hardaway High School (Muscogee County
Houston County High School (Houston County)
Loganville High School (Walton County)
Lumpkin County High School (Lumpkin County)
Mays High School (Atlanta City)
Perry High School (Houston County)
Redan High School (DeKalb County)
Riverwood High School (Fulton County)
Union County High School (Union County)
Washington-Wilkes High School (Wilkes County)
Westlake High School (Fulton County)
7 Source of Map: College of Family and Consumer Sciences, University of Georgia. http://www.fcs.uga.edu/hace/gafacts/map.html
17

Table III: 2009 Enrollment and Demographic 8 Data by Percent Enrollment in 85/10 Schools, Amount of Change, and State Data 9
Amount of
Change
2004-2009
Grad
Rate
2009
Students
Eligible for Free/
Reduced Lunch
Limited English
Proficient
Students
Students
with
Disabilities
Multi-
Racial
White
Hispanic
Black
Asian
Enrollment
School Name
School System/
State of Georgia
94.9 19.9
Atlanta City Grady High School 1,313 1 67 3 27 2 8 2 45
93.4 17.4
Fulton County Riverwood High School 1,363 3 21 19 53 3 5 5 24
92.9 19.9
New Lumpkin County
High School 1,103 1 2 6 89 2 14 2 37
Lumpkin County
92.0 20.5
Muscogee County Hardaway High School 1,543 1 51 3 41 4 10 1 49
89.3 20.1
Union County High
School 694 0 0 3 96 1 17 1 43
Union County
89.0 11.5
Atlanta City Mays High School 1,752 0 97 2 0 0 8 1 68
88.7 24.6
Washington-Wilkes High
School 478 0 53 3 43 1 11 1 63
Wilkes County
88.6 14.7
DeKalb County Redan High School 1,512 0 97 1 0 2 9 1 68
Gilmer County Gilmer High School 1,202 0 0 10 88 1 9 2 49 88.2 25.2
88.1 10.4
Columbia County Greenbrier High School 2,079 3 14 2 77 4 6 1 9
Buford City Buford High School 857 2 16 19 60 4 8 4 37 87.7 21.4
87.7 10.5
Houston County High
School 2,278 4 26 4 64 2 9 2 20
Houston County
87.3 14.1
Fulton County Westlake High School 2,357 1 98 0 0 1 7 0 48
Perry High School 1,195 2 32 3 63 1 11 1 45 86.4 13.6
Houston County
85.0 12.5
Walton County Loganville High School 2,046 2 10 4 82 2 6 0 17
State of Georgia 1,615,066 3 38 10 46 3 11 6 53 78.9 13.5
8
One school reported one percent Native American/Alaskan Native students. Each school reported zero percent Migrant students. Thus, these data are not included in the table.
9
Source: Governor’s Office of Student Achievement, www.gaosa.org.

Commonalities of Georgia‘s 85/10 High Schools
The range of student demographics of 85/10 schools is summarized in Table IV.
Table IV: Range of 2009 Demographic 10 Percentages of 85/10 Schools
Asian
Black
Student Demographics
Hispanic
White
Multiracial
Students with Disabilities
Range of Percentages
for 85/10 Schools
0 - 4
0 - 98
0 - 19
0 - 96
0 - 4
5 - 17
Limited English Proficient 0 - 5
Eligible for Free/Reduced Meals
10 Source: Governor’s Office of Student Achievement, www.gaosa.org. One school reported one percent Native American/Alaskan
Native students. Each school reported zero percent Migrant students. Thus, these data are not included in the table.
9 - 68
19

Commonalities of Georgia‘s 85/10 High Schools
THE MOST IMPORTANT STRATEGIES SCHOOLS USED TO
INCREASE THE GRADUATION RATE
Fifteen Georgia schools were identified for this research and were first asked, “Overall, regardless of
category, what are the most important strategies your school used to increase the graduation rate?” The
responses are organized by school in random order and are the perceptions of those interviewed.
“Multiple safety nets” was the main reason for the increased graduation rate in one school. Those
students who had not passed a course or had not completed all assignments were given multiple
opportunities to do so through numerous programs and interventions, including credit recovery,
remediation courses, tutoring, and mentoring, where older, successful students were paired with younger
students. The school’s block schedule, where students took eight courses a semester and alternated four
courses every other day, provided students more time to take additional courses and more time for
remediation, if needed. The school tested students to identify those in jeopardy of not graduating and
used support personnel and a team approach to provide what students needed to be successful. They
analyzed data “ad nauseam,” and emphasized communication among home, school, and community.
“Teachers enjoy
teaching here
because it is
such a good
place to work.”
One rural school reported its “in-house credit recovery classes and extra days
of intersessions as the main reasons why its graduation rate had increased.”
The school also used its alternative school and summer school for students in
jeopardy of not graduating. The school’s remedial courses in all core areas
and its revamped advisement program were credited as keeping students on
track for graduation. Honors courses were open to all students. Teachers and
counselors concentrated on developing personal relationships with students,
and the freshman academy was the focal point for ninth graders’ success. The
school emphasized CTAE courses and dual enrollment.
One school’s leaders stated, “We were passionate about what we did, we concentrated on the ninth
grade, and these are the main reasons we increased the graduation rate.” The Georgia Performance
Standards (GPS) implementation allowed the teachers to leap from test preparation to teaching standards
embedded in the curriculum. Students knew every day which standards they were studying and why.
Every student met with his/her advisor for 15 minutes daily, and the advisor stayed with that student
throughout his/her school career. The school had a knowledgeable, dedicated faculty that held informal
tutoring sessions before and after school. They increased the rigor of courses by determining what was
acceptable student work, and they communicated this to students and their parents. The school provided
many review sessions before the administration of the GHSGT, and all students were administered a
science predictor test. The results were used to assign students to specific science courses and/or
tutorial classes during the school day.
Another school indicated its mission was that all students would earn a diploma, and the mission was
embraced by students and faculty, alike. Teachers posted it in each classroom, and everything they did
focused on it. “It is our culture that catapulted our graduation rate.” Remediation available only outside
the school day did not work, so the school created a period during the school day for remediation for
students who needed it. Every eleventh grader was enrolled in at least one English and one mathematics
course and seniors in at least one science and one social studies course. Those who did not pass one or
more GHSGT were remediated during the day on the subject(s) needed.
One urban school indicated credit recovery, 10 Key Practices of High Schools That Work, and the
advisement program decreased its ninth grade failure rate from 33 percent to 11 percent over four years.
It also moved to block scheduling so students could take more courses during their high school careers.
The faculty members had high expectations for students, and they were not satisfied with students just
passing the GHSGT. They wanted large numbers of students earning the Pass Plus rating. Ninth grade
advisement was held daily in homeroom with a student-teacher ratio of 15 to 1. “If students fail a course,
20

Commonalities of Georgia‘s 85/10 High Schools
they may apply to and attend the Academic Recovery Program for nine weeks, and if they pass the
retest, they get credit for the course.”
Common planning time had been implemented for six years, and “it had produced significant results,”
another school reported. Core academic teachers met one hour per week, had a common lunch time,
and had few duties outside the classroom. The school combined career technical and college
preparation courses which increased the rigor especially for career technical students. Seven AP courses
were added, and the school emphasized the enrollment of special education students in college
preparation courses. The graduation coach worked with students specifically on earning the number of
credits needed to move to the next level. The advisement program was revamped. LCD technology was
added in each classroom, and electronic interactive devices were used in over half of the classrooms.
Another school indicated the graduation coach specifically worked with twelfth grade
students who were in jeopardy of not graduating. Those students who did not earn a
Pass nor Pass Plus score on one or more of the GHSGT attended one hour “lunch and
learn” sessions per day for a certain number of weeks. Credit recovery was vital to their
efforts as were the tutorials held in Saturday school and in learning labs during the
school day. This school is the only school in the nation to have a charter from Engineers
without Borders. Through this program, “High school students have traveled to third
world countries and have worked on projects such as solar cooking, solar refrigeration,
and solar water purification.”
“Each
one who
drops out
hurts.”
One school stressed rigor, accountability, and high expectations that all students would master curriculum
standards. There was concern students were not reaching their potential on the SAT as represented by
students’ Cognitive Abilities Test (CogAT) scores. In their professional learning communities, the faculty
analyzed data, determined where they wanted the students to be academically, and decided what they
would do to get the students to that level. For students who were not achieving at their expected levels,
the school used time to remediate on the curriculum standards not mastered. After reassessment they
determined which students needed additional instruction on the standards not mastered and used
tutorials for those students. They used differentiated instruction in their classrooms and stated, “Teachers
are the reason (for our increase in graduation rate).”
Dedicated and knowledgeable teachers who understood the students’ academic levels by domains was
one of the most important items that led to an increase in the graduation rate in another school. The
faculty had high expectations for themselves and the students, and they devoted the time needed. The
school added more AP courses and stressed dual enrollment in postsecondary institutions. “The
graduation coach led by example, and the faculty saw the power and the results of his efforts.” The
school implemented a ninth grade academy and indicated if the school could get the students to tenth
grade, they would graduate. They offered a freshman transition course that emphasized the culture and
“work ethic” of the school. Students were aware of the high expectations the faculty had for them. “The
students worked hard and wanted to work harder.”
Another school changed the way the faculty thought about school. They focused on the culture of the
school and the students as the “customer.” “Each one who drops out hurts.” They used co-teaching as
one strategy for special education students to earn a regular education diploma. The alternative school
provided smaller classes for struggling students and eliminated the seat time requirement for earning
course credits. After a student was absent a third day in a semester, the parents were contacted, and a
contract between the students, parents, and teachers was developed to improve the student’s
attendance.
People and programs were significant factors in another school’s increase in the graduation rate. The
graduation coach’s role was to identify students at-risk of not graduating and intervene, as needed.
Counselors at each grade level looped with their students, which occurred when the counselor was
assigned to a group of students and remained with them throughout their high school careers. This
resulted in a close personal relationship for each student with at least one adult who knew and cared for
the student. The principal and leadership team kept track of students and their progress and “found the
21

Commonalities of Georgia‘s 85/10 High Schools
cracks and plugged them.” Department chairpersons worked on matching the student to the teacher for a
good academic “fit.” They organized the school to focus on learning, and thought strategically about
problems and their solutions. Credit recovery, Virtual School, a literacy period, content area planning,
and tutorials before, during, and after school were the focal points of their programs to address the
graduation rate.
“We give
timely,
descriptive
feedback to
our
students.”
Moving to collaborative planning and common assessments had a significant
impact on the graduation rate of another school. Instruction was “consistent
and pervasive,” and teachers “knew what standards-mastery looked like.” The
faculty was aware of their AYP status, its importance, and how it was
calculated. The graduation coach sought opportunities to work with potential
dropouts and provided what they needed academically and otherwise with the
focus on keeping the students in school. Credit recovery and three
intersessions, which are additional learning days interspersed during vacation
periods within the school year, were at the center of their work to increase the
graduation rate significantly.
One suburban Atlanta school pointed to its quality staff, leadership teams, counselors, and graduation
coach as the main reasons it had a high graduation rate. In order to increase the percentage of those
eleventh graders who earned a Pass or Pass Plus score on the GHSGT, the school provided tutorials
during the school day and in Saturday school. Also, those eleventh graders who were identified as in
jeopardy of not passing the GHSGT were pulled out of an elective class a few weeks before the
administration of the tests for concentrated tutorial classes in the subject(s) needed. “We identified
students early in their school careers who were off track for graduation and provided the resources
necessary to get the students back on track.” Ninth graders who were behind, especially in reading and
mathematics, were enrolled in classes that had the focus on getting them to grade-level performance as
quickly as possible.
One metro Atlanta school stated its tutorial programs during and outside the school day and GHSGT
preparation classes were major reasons for its high graduation rate. Also, credit recovery was a
significant resource for students who did not have enough course credits to move to the next grade level.
“We credit the IB program in the middle grades for some of our success.” With a growing Latino
community, the school provided a bilingual liaison who worked and attended meetings with those families.
They recognized the need for more collaboration among teachers across content areas, thus they created
subject area teams. The school also pointed to its peer-mentoring program, where older, successful
students were paired with younger students, as instrumental in increasing their graduation rate.
Another school indicated it, “had not found a magic bullet.” However, the faculty worked hard to make the
school’s culture conducive to learning. The school focused on the importance of education for each
student and on a small community atmosphere, where everyone knew and cared about everyone else.
The faculty was expert and stable with little turnover from year to year. The school eliminated lower level
courses and provided support for students who were struggling with course content. Credit recovery and
the alternative school were tools the school used to give it a boost in the graduation rate.
22

Commonalities of Georgia‘s 85/10 High Schools
Summary
Based on the number of responses from 85/10 schools, overall the most
important strategies they used to increase the graduation rate, by far, was
remediation and in a variety of forms. Rigorous curriculum, the increase of
student-learning time, the structure of time, and the culture of high
expectations of the schools were very important. Other strategies
mentioned as important were advisement, ninth grade focus, data used to
make decisions, faculty teams, assessment of student knowledge and skills,
graduation coaches, expert faculty, and professional learning.
“We do have a few
‘toxic’ teachers we
are dealing with.”
23

Commonalities of Georgia‘s 85/10 High Schools
MOST IMPORTANT STRATEGIES SCHOOLS USED IN
IDENTIFIED AREAS TO INCREASE THE GRADUATION RATE
After consulting with Georgia and national leaders (Refer to Appendix C) and gathering items from the
identified experts in school improvement (Refer to Appendix D), the questions created are provided in
Appendix E. The questions were organized in the following categories:
1. Curriculum,
2. Assessment,
3. Instruction,
4. Programs and Interventions,
5. Graduation Coaches,
6. Amount and Structure of Instructional Time,
7. Leadership,
8. Professional Learning,
9. Continuous Improvement,
10. School Culture,
11. Family Involvement,
12. Community Involvement,
13. Policies and Procedures, and
14. General Questions.
The schools’ responses are organized in the above categories and summarized as follows.
Curriculum
When asked, other than the Georgia Performance Standards, in your opinion has your curriculum
changed over the past few years and what is the career, technical, and postsecondary focus of the
school, the schools had numerous responses. These responses are organized in the following
categories:
1. Rigor,
2. Curricular Academies,
3. Career and Technical Emphases
4. Postsecondary Emphases,
5. Additional Practices Related to Curriculum, and
6. Bright Idea.
Rigor
“We have rigor
with
accountability
and support.”
All 85/10 schools indicated rigor was an important factor in increasing the graduation rate. The
philosophy of most of the schools interviewed was that they should have a rigorous curriculum and hold
students, teachers, administrators, and others accountable for students’ mastery of the curriculum
standards, while providing support to students who are struggling academically. They provided as much
time and remediation as the student needed to master curriculum standards. One school formed focus
groups within the school to assess the rigor of its courses.
Several schools indicated the graduation rate was not their focus. Their concentration was on preparing
students for their next step, whether it would be postsecondary study or a career immediately after high
school. Other schools focused on increasing the number of students who earned the Pass Plus score on
the GHSGT.
Most schools stressed the importance of AP courses offered to students, in which they earned
postsecondary credit. A few schools increased the number of units required to graduate over the state-
24

Commonalities of Georgia‘s 85/10 High Schools
mandated number, resulting in most twelfth grade students enrolling in core academic courses as
opposed to elective courses. Two schools offered an International Baccalaureate Program. At least half
of the schools indicated they eliminated or reduced the number of lower-level courses.
Many schools focused on special education students and their learning. A few emphasized special
education students were enrolled in college preparation courses and focused on special education
students earning a regular diploma rather than a special education diploma or certificate of attendance.
Refer to Appendix G for an explanation of the various diplomas and certificates students may earn. One
school underscored the importance of teachers knowing their students’ disabilities and how those
disabilities impacted the students’ learning. Teachers continually communicated to students that they
believed the students could do the work.
To increase options for students, some schools added rigorous elective courses, such as:
1. Engineering,
2. Forensic Science,
3. Environmental Science,
4. Horticulture, and
5. Robotics.
At least three schools changed the order in which courses were offered so courses were positioned best
to prepare students for the GHSGT. Several schools indicated they emphasized the relevance of the
curriculum to real life experiences of the student and to life after graduation.
Curricular Academies
Curricular academies, which are several courses focused on a particular area of study, were offered in
several of the 85/10 schools and varied in their structure and focus. Generally, teachers worked together
to plan the curriculum, projects, activities, and assignments around the area of interest. Several of the
schools offered curricular academies in such areas as:
1. Communications,
2. Engineering,
3. Travel and Tourism,
4. Cosmetology,
5. Performing Arts,
6. Broadcast and Video Production,
7. Health Careers Including Hospital Clinicals, and
8. Culinary Arts.
In one school, all students had to choose one of the following curricular
academies in which to enroll:
1. Business and Entrepreneurship,
2. Mass Communication,
3. Public Affairs and Administration,
4. Science and Math, where students must meet eligibility criteria, or
5. Eagle Leadership, which was available to males only.
These academies appealed to particular interests of students and helped
prepare them for advanced study or a career in the field.
Career and Technical Emphases
“We purchase
whatever our
professional
learning
communities need
to do their work.”
All schools reported emphases on career and technical education. Several have combined college
preparation courses and technical preparation courses. Most stressed an increased rigor in career and
technical courses, and indicated they had made the career and technical curricula relevant to
employment after graduation. Some schools provided work-based learning.
25

Commonalities of Georgia‘s 85/10 High Schools
Several schools mentioned as important the CTAE Career Pathways, which
align students’ academic preparation to career, technical, and agricultural
studies to better prepare the students for graduation, postsecondary education,
and/or careers. CTAE Career Pathways mentioned by schools as important in
increasing the graduation rate were:
1. Engineering and Technology,
2. Business and Computer Science,
3. Marketing, Sales and Service,
4. Family and Consumer Sciences,
5. Healthcare Science, and
6. Arts and Humanities.
Many students who participated in Career Pathways were industry certified when they graduated from
high school. For example, students who completed the Healthcare Science Career Pathway may have
graduated with a certificate as a Nurse’s Assistant or an Emergency Medical Technician (EMT) Trainee.
These students also may have worked in a community hospital. Several schools indicated they
incorporated reading, mathematics, and science in all CTAE courses.
Postsecondary Emphases
All schools indicated they had a strong postsecondary emphasis. Several also mentioned dual
enrollment with a technical college, state college, and/or university. However, more than half of the
schools indicated they increased the number of AP courses so students did not have to depend on dual
enrollment to receive postsecondary credit. One school reported the number of students participating in
dual enrollment declined because the school increased the number and variety of AP courses.
Several schools interviewed had career and postsecondary fairs, where representatives of these entities
displayed booths, and students and parents moved from one to another and discussed the particular
career or postsecondary options.
Additional Practices Related to Curriculum
“Our CTAE
courses are as
rigorous as our
college prep
courses.”
Each of the following was mentioned by at least one school as important in increasing the graduation
rate:
1. Required all students to take at least one career technical course,
2. Encouraged representatives of colleges, technical schools, and Reserve Officers’ Training Corps
(ROTC) to have lunch at school with students,
3. Hosted four meetings per year of career and technical teachers with local employers,
4. Encouraged the use of College 411, a website that provides Georgia’s students the tools they
need to plan for, apply to, and pay for college,
5. Provided the Youth Apprenticeship Program,
6. Had an international focus on the ninth and tenth grade curriculum,
7. Required twelfth grade students to take at least four academic subjects,
8. Required one novel to be read in each course each semester,
9. Opened honors courses to all students,
10. Used rubrics (teachers and students) to evaluate student work in some courses,
11. Required students to have completed class work and homework missed in order to participate in
extracurricular activities,
12. Incorporated writing and composition throughout the curriculum,
13. Required literacy instruction in every course,
14. Required mathematics instruction at least once per week in each course, and
15. Focused on writing in all courses not only English/language arts.
26

Commonalities of Georgia‘s 85/10 High Schools
Bright Idea
One school created a Monarch Butterfly Project for its Environmental Science course which incorporated
social science, mathematics, and English/language arts.
Assessment
For most schools, if not all, the philosophy for increasing the graduation rate was that schools should
identify early the students who are in jeopardy of not graduating to determine what they need
academically and otherwise and provide for those needs. When asked, what two to five assessment
strategies had the greatest impact on increasing the graduation rate, the schools had numerous
responses, which are organized in the following categories:
1. Georgia High School Graduation Tests (GHSGT) and End of Course Tests (EOCT),
2. Benchmark Assessments,
3. Common Assessments,
4. Additional Practices Related to Assessment, and
5. Bright Idea.
GHSGT and EOCT
Georgia schools are required to administer to all eleventh graders the GHSGT, in the fields of science,
English/language arts, social studies, mathematics, and writing. Students must earn a Pass or Pass Plus
score on all five GHSGT in order to graduate with a regular education diploma. Students who do not earn
a Pass nor Pass Plus on one or more tests may retake the one(s) failed.
EOCT are tests given at the end of a course and indicate the mastery of its curriculum standards. EOCT
are administered in the following subjects:
1. Math I: Algebra, Geometry. Statistics,
2. Math II: Geometry, Algebra II, Statistics,
3. American Literature and Composition,
4. Ninth Grade Literature and Composition,
5. United States History,
6. Economics/Business/ Free Enterprise,
7. Biology, and
8. Physical Science.
All 85/10 schools used some mechanism to prepare students to take both the GHSGT and the EOCT.
Two schools administered predictor tests to identify students who were at risk of failing specific courses.
The students identified were placed in remediation classes instead of elective courses. Refer to the
section, Programs and Interventions, for an explanation of remediation for these tests.
Benchmark Assessments
“We equip and
inspire our
students.”
Over half of the schools mentioned as important some form of benchmark assessments as impacting the
graduation rate. Benchmark assessments measure a student’s progress in mastering certain standards
recently taught. Generally, these assessments were administered several times during the school year
so teachers could determine which students needed remediation in certain standards. Most of the
schools administered benchmark assessments quarterly and some as frequently as monthly. The
benchmark assessments used may have been developed by the school system, the state of Georgia, or
proprietary organizations.
Benchmark assessment data were used in several ways. They identified students who needed
remediation and indicated specific weaknesses. The focus was on identifying the weaknesses early and
27

Commonalities of Georgia‘s 85/10 High Schools
remediating immediately so the students did not fall further behind academically. Several schools drilled
down to the domain level, which is a subset of curriculum standards within the larger subject area, such
as the problem solving domain within the mathematics standards, of the GHSGT and Criterion
Referenced Competency Tests (CRCT) of rising ninth graders.
Common Assessments
Approximately one-third of the schools noted the importance of common assessments, where teachers of
the same course used the same teacher-made tests to measure progress at the same point in the
academic course. Most of these were created during collaborative planning time and provided continuity
of instruction among teachers. Some schools reported common assessments may have controlled grade
inflation and ensured teachers were adhering to the curriculum pacing guide. Common assessments also
revealed weaknesses in instruction and/or the curriculum, and the schools used the results to improve the
instructional program.
Additional Practices Related to Assessment
Each of the following was mentioned by at least one school as important in increasing the graduation
rate:
1. Assessed students based on portfolios and projects as well as formal and informal tests,
2. Provided multiple opportunities for students to re-take certain teacher-made tests in order to
improve students’ grades,
3. Pre-assessed ninth grade students in English and mathematics,
4. Encouraged teachers to find alternative and differentiated assessments to determine if the
student had mastered the standards,
5. Required all ninth, tenth, and eleventh grade students take the PSAT,
6. Tested students at five-week intervals and provided remediation for the lowest quartile, and
7. Administered GHSGT and EOCT practice tests.
For a description of how schools used the data, refer to the Continuous
Improvement section of this report.
Bright Idea
Students could earn a reserved parking space at one school by scoring
Pass Plus on four of five GHSGT. They could paint and otherwise
decorate it as they chose.
“We have no
random acts of
assessment.”
28

Commonalities of Georgia‘s 85/10 High Schools
Instruction
When asked, what two to five instructional strategies had the greatest impact on increasing the
graduation rate, the schools had numerous responses which are organized in the following categories:
1. Classroom Instruction,
2. Remediation Instruction,
3. Collaboration for Instruction,
4. Protecting Instructional Time,
5. Additional Practices Related to Instruction, and
6. Bright Idea.
Classroom Instruction
The instructional strategies teachers provided in classrooms were a focal point of all 85/10 schools. Most
schools indicated their teachers used instructional strategies emphasized by Learning Focused Schools,
High Schools that Work, Classroom Instruction that Works, and/or differentiated instruction. All indicated
the curriculum standards were the center of all courses.
Many schools focused on scheduling students, putting each student in the proper course with the
appropriate teacher. A few concentrated on the analyses of student work products and evidence of the
mastery of standards. Some stressed students’ attention span was short and teachers incorporated
hands-on activities and varied instruction by including all learning modalities.
Remediation Instruction
Overwhelmingly, the one factor emphasized by each school in increasing the graduation rate was
remediating students who had not mastered the prerequisite knowledge and skills needed to be
successful in high school. Remediation took several forms in all schools.
Tutoring focused on remediation of students on specific standards in all core academic subjects and took
place during the school day, Saturday school, and intersessions. In most schools, teachers were
available before and after school to assist students informally in their classrooms. Some schools
provided more structure, such as specific teachers were available in certain subjects on certain days for a
specific amount of time.
Classes were held at all schools during the school day by providing courses specifically designed to
remediate students on standards not mastered, EOCT, and/or GHSGT.
Refer to the section, Programs and Interventions, for more discussion on remediation.
Collaboration for Instruction
“Discipline is a function of
instruction.”
All 85/10 schools indicated their teachers collaborated regularly, which had a positive impact on the
graduation rate. Several forms of teacher collaboration were found. Over half of the schools reported
teachers of a particular course had a common planning time, and they met with each other regularly to
plan instruction and curriculum pacing. “This ensured that one teacher did not teach World War II for two
days and another for two weeks,” as one school indicated.
Most schools designated a specific period within the school day for the common planning time for
teachers. At least two schools provided a common lunch time for the teachers of the same subject.
Schools reported this was important to ensure students with different teachers for the same subject
received comparable instruction. Schools that did not provide common planning nor common lunch
reported teachers of a subject area met before or after school on a regular basis to plan instruction.
29

Commonalities of Georgia‘s 85/10 High Schools
Most schools used horizontal and/or vertical teaming. Horizontal teaming occurs when teachers of
different subjects but in the same grade level collaborate or teachers in the same subject and the same
grade level meet. For example, all ninth grade teachers collaborate or ninth grade mathematics teachers
work together. At least one-third of the schools expanded the common planning concept to include
vertical teaming, which occurred when teachers of the same subject but different grades collaborated.
For example, mathematics teachers from the middle and high school met to plan for continuity of
instruction across grades and schools.
Some schools indicated they frequently used an interdisciplinary approach to instruction. Two or more
teachers of different subjects instructed students on certain related standards, such as standards in
American History and in American Literature. Many times, projects were assigned to students that
incorporated standards in different subjects.
Some schools reported they had collaborative classrooms where two teachers were in one classroom
instructing in two subjects. Several schools reported they had inclusion classes where special education
students were in a regular education classroom, and the students received instruction by two teachers,
the subject area teacher and the special education teacher.
Teachers in many of the 85/10 schools collaborated in other ways. Some schools encouraged teachers
to observe each other’s instructional techniques. In a few schools this was a formal, scheduled process,
and in others it was more informal and occurred when teachers attempted new strategies or assisted
other teachers in improving their instruction.
Protecting Instructional Time
A few schools noted the leadership of the school emphasized student learning by minimizing interruptions
of classroom instruction, for example, making announcements over the intercom only once per day. Also,
a few schools reported teachers of core academic subjects were given few duties during the school day
with the expectation they would focus on instruction and be available to students for remediation.
Additional Practices Related to Instruction
Each of the following was mentioned by at least one school as important in increasing the graduation
rate. The schools:
1. Implemented a formal reading program for high school students who were significantly below
grade level,
2. Used the Pyramid of Intervention to design strategies to work with low-performing students
(Refer to Appendix H for the Georgia Student Achievement Pyramid of Interventions),
3. Implemented a mentoring program where teachers were paired and worked with each other to
improve instruction,
4. Employed a reading teacher,
5. Used a quality teacher evaluation system as a strategy to “Happy teachers mean
improve instruction,
happy students.”
6. Contacted student and parents anytime the student’s average
dropped to below 75,
7. Employed an instructional coach to work directly with teachers
on instructional issues,
8. Used strategies designed for gifted students with all students and provided these via the web,
and
9. Provided summer assignments to students via the web.
30

Commonalities of Georgia‘s 85/10 High Schools
Bright Idea
In one school, the Fashion Design class created clothing for a fashion show held at the end of the
semester. The school involved the Art Department in designing the set and the Music Department in
creating songs for the show. The students used English, language arts, and photography in creating
materials explaining the fashion designs and the processes used to create them. Mathematics was
involved as students created the fashions and built the set. One year, this fashion show was featured on
MTV.
Programs and Interventions
All identified schools indicated they had multiple safety nets for students who needed academic
assistance. When asked, what are the two to five most successful programs or interventions you used to
increase the graduation rate, the schools overwhelmingly indicated remediation was a major factor. The
schools’ responses are organized in the following categories:
1. Remedial Courses,
2. Review Classes,
3. Tutoring Programs,
4. Increased Learning Time,
5. Credit Recovery,
6. Technology-Based Instruction,
7. Alternative Schools,
8. Advisement and Counseling,
9. Transition from Eighth Grade to Ninth Grade,
7. Ninth Grade Programs and Interventions,
8. Additional Practices Related to Programs and Interventions, and
9. Bright Ideas.
Remedial Courses
All 85/10 schools indicated they had remedial courses during the school day. These classes remediated
students in specific subjects such as English/language arts, mathematics, science, and/or social studies.
Some of these courses met daily and some met one or more times during the week. Some were
designed specifically for students who had not passed one or more of the GHSGT or EOCT. Several
schools specified they used their best teachers in remedial classes. One school reported students who
needed academic assistance in certain areas got a “double dose,” in their regular classrooms and in
remedial classes.
Review Classes
Most schools offered classes that reviewed subject content assessed on the GHSGT and the EOCT.
These were formal classes students took for a period of time, such as a four-week intense study where
students were taken out of elective courses. Most of these classes were held just prior to the
administration of the GHSGT. Several schools required these classes for those students who did not pass
one or more of the GHSGT. In other schools they were voluntary. Some were open to all students.
Tutoring Programs
“We call parents before
they call us.”
A variety of tutoring programs were noted by the schools. Tutoring focused on remediation on specific
curriculum standards and took place before school, after school, and/or during the school day in all core
academic subjects. In most schools, teachers were available to assist students informally in their
classrooms. Some schools provided more structure, such as specific teachers were available in certain
subjects on certain days for a specific amount of time. Teachers assisted with homework and tutoring for
31

Commonalities of Georgia‘s 85/10 High Schools
the GHSGT and EOCT. In some schools, tutoring was mandatory for students who did not pass one or
more of the GHSGT. At least two schools provided transportation for those who stayed after school for
tutoring. Several schools indicated peer-mentoring programs were important.
Increased Learning Time
Several schools extended the school year by including additional learning days for students beyond the
state-required 180 days, particularly for students who were struggling academically. At least three
schools provided intersessions. Five schools reported they held Saturday school occasionally for
remediation, and all schools provided summer school. During this extended time, most schools provided
either tutoring in specific courses, remediation focused on mastery of certain standards, and/or review for
the GHSGT and EOCT. Refer to the section, Amount and Structure of Instructional Time, for additional
information on how the schools structured the school day and year.
Credit Recovery
Credit recovery was noted by almost all 85/10 schools as extremely important in increasing their
graduation rate. Students were provided additional opportunities to master standards and earn credit for
a course previously failed. The credit recovery programs were planned and conducted within a school by
graduation coaches and others, used purchased software, and/or accessed on-line credit recovery
programs. Usually, the instruction provided in a credit recovery program was targeted to the standards
that had not been mastered in a particular course, and the students moved at their own pace through the
instruction.
Technology-Based Instruction
Interestingly, technology, itself, was only mentioned as important by four schools. All schools, however,
noted several technology-dependent programs as important in increasing the graduation rate.
The Virtual School is one technology-based program mentioned by over half of the schools as positively
impacting the graduation rate. It is provided to schools by the Georgia Department of Education, and
students can go on-line and focus on the standards not mastered in a specific course. Several
proprietary computer-assisted remedial programs were used by the schools, also.
One school used a student response system where students electronically answered the teacher’s
questions, and the teacher was provided immediate feedback regarding the mastery of subject content.
A few mentioned students used laptops, and teachers used interactive electronic boards in many
classrooms. One mentioned the importance of a computer lab.
Other technology-based programs mentioned were:
1. Instructional Software,
2. Remediation Software,
3. Credit Recovery Programs,
4. Web-based Data Systems, and
5. Test Preparation Programs.
Alternative Schools
“Students see and
hear our mission
every day.”
At least one-third of the schools reported alternative schools were a significant factor in increasing the
graduation rate. Some of these alternative schools were used for remediating students as well as for
disciplining students. Generally, alternative schools focused on mastery of standards, rather than
athletics, clubs, or other activities not related directly to learning. The alternative schools had a small
teacher-pupil ratio, and close personal relationships developed among the students, teachers, and
administrators. One school mentioned a Performance Learning Center, a non-traditional high school for
32

Commonalities of Georgia‘s 85/10 High Schools
students who were not succeeding in the traditional school setting. One alternative school mentioned by
two of the 85/10 schools was a charter school open from 3:30 p.m. – 9:30 p.m. Monday through
Thursday.
Advisement and Counseling
All schools mentioned the importance of their advisement and counseling
programs in increasing the graduation rate and indicated the advisement
program was one way to develop close, personal relationships between a
student and at least one adult in the school. Many schools had revamped
their advisement programs over the past few years. In many schools,
teachers had a small group of students with whom they met frequently,
some daily, as homeroom teachers. The teachers provided advice on
courses to take and ensured students were on track to graduate or, if not,
the teachers sought assistance. In several schools, the advisor looped with
the students. In addition to ninth, tenth, and eleventh grade students, four
schools focused advisement on twelfth graders, preparing them for life after
high school.
Several indicated they used Peach State Pathways, an educational and career planning tool created by
the Georgia Department of Education. Refer to Appendix I for the Peach State Pathways form. Many
schools worked with students and parents to create postsecondary and career plans.
Several schools reported they had implemented peer-mentoring programs, in which ninth grade students
were paired with older, successful students. Generally, the mentoring involved adjusting to high school
and success in academic courses.
Transition From Eighth Grade to Ninth Grade
All 85/10 schools underscored as most important a successful transition from middle school to high
school. Many schools arranged for high school students, teachers, counselors, and/or soon-to-beadvisors
to meet with eighth grade students either at the middle school or high school. Some students
and their parents began planning their high school careers early in the eighth grade. Well over half of the
schools mentioned they had a time when eighth grade students came to the high school, toured the
building, and met the faculty.
Many stressed they met with eighth grade students and their parents to get the parents involved early in
their students’ high school career. Almost all schools noted they had open houses, orientation sessions,
and/or special nights for eighth grade students and their parents.
All schools mentioned the importance of analyzing all data possible and using the results to make
educational decisions about rising ninth graders before the students began their high school careers.
Ninth grade teachers, graduation coaches, and/or counselors met with eighth grade teachers and/or
counselors to plan for an easy transition and discuss the skills and knowledge students need to be
successful in the ninth grade. Some assessed reading and mathematics skills and/or analyzed the data
on individual students, as well as the entire class of ninth graders. Many schools had academic activities
during the summer for rising ninth graders, such as a standards-based summer school, a math camp, and
literacy camp.
Ninth Grade Programs and Interventions
“We care
enough to have
high
expectations of
our students.”
All schools indicated the ninth grade is the critical year for students in terms of students staying in school
through graduation. The 85/10 schools stressed the importance of assessing reading and mathematics
skills of ninth graders and remediating any weaknesses. Most provided formal, intense remediation in
33

Commonalities of Georgia‘s 85/10 High Schools
classes designed specifically for those students who have significant deficits in reading and mathematics.
Usually, these classes had smaller numbers of students than other ninth grade classes. In a few schools
all ninth grade classes had fewer students than other grades. A few schools indicated they used their
most effective teachers for ninth grade remediation.
Several of the 85/10 schools indicated they had a ninth grade academy, which is a different design for
ninth grade than for the other grades, and it was a significant factor in increasing their graduation rate.
These academies generally were designed as small-school environments where students attended the
same courses and shared the same teachers in a separate school building or in a wing of a building.
These ninth grade academies had widely varying characteristics. However, most were based on the
school-within-a-school or the learning community concepts. The purpose was to give ninth graders more
focused, personal attention and to help them build strong academic and interpersonal skills. In addition,
some taught time management, decision-making, study, and research skills. Some designated a team of
teachers for a group of students who stayed together at least in the core academic courses for the entire
ninth grade. These teachers had a common planning period or common lunch time. Other programs
helped students understand their learning styles. Some of these programs involved career assessment
and the development of high school and career plans. The characteristics and teaching styles of teachers
chosen for the ninth grade academy were noted as extremely important to these schools. These
teachers had strong subject area content knowledge, a caring attitude, and exceptional, varied
instructional strategies.
All schools had some type of orientation for ninth graders, such as freshman night, open house, and/or
freshman festival. Most discussed and stressed extracurricular and co-curricular activities and
encouraged students to become involved in at least one. Two schools had extracurricular and cocurricular
fairs where students and their parents moved from booth to booth to learn about the
opportunities available.
Additional Practices Related to Programs and Interventions
Each of the following was mentioned by at least one school as important in increasing the graduation
rate:
1. Required all ninth graders to take an oral communication class,
2. Enrolled all ninth graders in Freshman 101 Study Skills course,
3. Implemented similar teaching strategies and tools used by the students’ eighth grade teachers,
4. Encouraged parents to attend parent night and follow their student’s schedule, meeting all the
student’s teachers,
5. Implemented a national program that addressed issues of students who were to be the first one
from his/her family to go to college (the graduation rate among those students was 100 percent.),
6. Screened all students in reading,
7. Used the Pyramid of Interventions (Refer to Appendix H for the Georgia Student Achievement
Pyramid of Interventions), which is a tiered approach to align the appropriate intervention to the
student’s individual needs,
8. Attended Individual Education Program (IEP) meetings of eighth grade special education
students,
9. Employed graphic organizers and other instructional tools,
10. Used a nationally known reading program,
11. Conducted a graduation ceremony for eighth grade students,
12. Recognized a Teacher of the Year for ninth grade,
13. Provided common lunch for all ninth grade teachers,
14. Provided tutorials for athletes,
15. Designated a ninth grade administrator,
16. Focused on the transition of special education students,
17. Created a DVD for rising ninth grade students, “Here is What High
School is Like,”
18. Provided neighborhood tutorials where teachers went into
“Our graduation
coach works
with our
struggling
students.”
34

Commonalities of Georgia‘s 85/10 High Schools
neighborhoods after school to work with students who could not take advantage of after-school
tutorials due to a lack of transportation,
19. Held study sessions in coffee shops,
20. Provided literacy carts in the school’s hallway that held books students could read, report on, and
earn extra credit,
21. Provided a senior workshop to assist twelfth grade students in applying for postsecondary study
and preparing for life after graduation, and
22. Looped counselors.
Bright Ideas
One school used the Elluminate technology, which is a web-based conferencing tool, to remediate
students in their homes. Certain teachers were available at scheduled times during selected evenings to
assist students in their coursework.
One school structured its twelfth grade advisement with a student-teacher ratio of 3:1. Every adult in the
school had three seniors to counsel.
In another school the administrators held “gender-based” talks, male administrators with male students,
and female with female.
A local church funded, in part, credit recovery and Virtual School.
Graduation Coaches
Graduation coaches were mentioned by all schools as a major factor in increasing their graduation rate.
The graduation coaches focused particularly on student learning and doing whatever it took to keep
students in school. When asked, what two to five most important strategies did graduation coaches use
to help increase the graduation rate, the schools had several responses which are organized in the
following categories:
1. Focused on Students,
2. Coordinated Programs for At-risk Students,
3. Worked with Parents,
4. Additional Practices Related to Graduation Coaches, and
5. Bright Idea.
Focused on Students
“We work on
the work.”
All 85/10 schools indicated graduation coaches spent the large majority of their time working with
students and teachers. They identified potential dropouts and appropriate programs and interventions for
those students. They worked with individual students before and after school and during the students’
elective courses. They met with students individually and in groups with a focus on mastery of standards,
passing the GHSGT and EOCT, and earning the number of credits needed for graduation. All
emphasized the importance of developing personal relationships with students.
Many graduation coaches analyzed student achievement data and other information and worked with the
faculty in modifying the curriculum and/or instruction based on the data. They organized and presented
analyses in a form useful to teachers and others. They also kept track of students who were in jeopardy
of not graduating to ensure the students were coming to school, completing assignments, passing tests,
and otherwise preparing for class.
35

Commonalities of Georgia‘s 85/10 High Schools
Coordinated Programs for At-Risk Students
Over half of the schools mentioned their graduation coach coordinated the remedial programs and
interventions offered at the school. Coordinating the credit recovery programs was mentioned by most of
these schools.
Worked with Parents
More than half of the schools indicated communication with parents was a
large part of their graduation coaches’ job. Most graduation coaches
developed a trusting, open relationship not only with students, but also with
parents and other children in the family. A few graduation coaches conducted
home visits.
Additional Practices Related to Graduation Coaches
Each of the following was mentioned by at least one school as important in
increasing the graduation rate:
1. Recommended certain at-risk students for honors classes,
2. Screened all eighth graders in English/language arts and mathematics, and
3. Involved business persons and community leaders.
Bright Idea
One school had spaghetti suppers for families, indicating “If we can get them into the school, we can
build relationships.”
Amount and Structure of Instructional Time
All 85/10 schools had creative ways they increased the amount of student-learning time and structured
time, especially for remediation and advisement. In Georgia, high schools are required to provide five
and one-half hours of instructional time in each of the 180 required days of school. 11 When asked, what
two to five most important strategies did you use to increase or structure time to improve the graduation
rate, the schools had several responses which are organized in the following categories:
1. Remediation,
2. Instructional Time,
3. Additional Practices Related to the Amount and Structure of Instructional Time, and
4. Bright Idea.
Remediation
“We have
flexible grouping
in classes and
flexible
scheduling of
our classes.”
All schools indicated students who had significant deficits particularly in reading and mathematics had
additional time outside of their regularly scheduled courses for remediation. The ways these schools
found the time varied, and many chose not one structure but several to meet the needs of students.
Most schools scheduled informal remediation before and after school when some teachers were available
to work with one or more students. Most schools also provided more formal remediation sessions after
school focusing on certain subjects on certain days where a teacher of that subject worked with students
on standards not mastered.
11
State Board of Education Rule 160-5-1-.02 School Days for Students, http://public.doe.k12.ga.us/documents/doe/legalservices/
160-5-1-.02.pdf.
36

Commonalities of Georgia‘s 85/10 High Schools
Most schools modified the school day to include courses that met regularly during the school day for
remediation. These focused on reading, mathematics, and/or a review for the GHSGT. Several schools
mandated these courses for all students who did not score a Pass nor Pass Plus on all GHSGT.
Several schools modified the school year by including additional days for remediation. Five schools
scheduled Saturday school several times during the year for remediation, and three others indicated
intersessions were very important. The intersessions allowed students to catch up with their peers
intermittently through out the school year.
Instructional Time
At least six schools scheduled the school day in blocks of time. For example, in a 4x4 block schedule
students took four 90-minute classes each semester. This increased instructional time by reducing the
amount of time needed to change classes. This also allowed more in-depth study of standards.
Other schools used the traditional high school structure of a six-period day of usually 55 minutes each. A
few schools added a zero period before the regular school day or a seventh period at the end of the day.
Three schools mentioned as important a “lunch and learn” activity where teachers or administrators met
with certain students during the lunch period.
Additional Practices Related to the Amount and Structure of Instructional Time
Each of the following was mentioned by at least one school as important in increasing the graduation
rate:
1. Added a literacy period during the regular school day and
2. Implemented an Interdisciplinary Humanities block that included the subjects of English/language
arts and social studies.
Refer to section, Programs and Interventions, for more information on how these schools increased and
structured learning time.
Bright Idea
One school created Panther Periods on Tuesday and Thursday for 30 minutes when certain teachers
worked with a small number of students to prepare for the GHSGT. The department chairpersons
created a handbook used by all teachers to ensure all students received the same review.
Leadership
When asked to identify the two to five best practices used by school
leaders to increase the graduation rate, the schools interviewed had
similar responses, which are organized in the following categories:
1. Strong Instructional Leader,
2. Shared Leadership,
3. Additional Practices Related to Leadership, and
4. Bright Idea.
Note to Reader: Since administrators themselves were interviewed,
most with others present, many leaders were reluctant to focus on
their leadership skills.
“I surround myself with
bright, dedicated, and
highly qualified
individuals.”
37

Commonalities of Georgia‘s 85/10 High Schools
Strong Instructional Leader
Over half of the schools indicated they had strong instructional leaders. The leaders were selective in
hiring teachers, particularly, ensuring potential employees had content knowledge and a variety of
instructional skills. They also had to “fit” into the school’s culture. One school indicated leaders
implemented a non-threatening, high-quality teacher evaluation system which helped teachers improve
their instructional skills. These leaders also identified weak teachers and gave them support to improve.
Some of the leaders were characterized, in part, as cheerleaders who
celebrated the successes of the school, individual students, teachers, and
others.
Shared Leadership
All schools mentioned their administrators included teachers and others in
making decisions regarding the school. Many did this by involving
department chairpersons and others in formal continuous improvement
processes. Many schools created and appointed school improvement
committees and other committees that worked on various issues within the
school. Some of these committees continued year to year. Some were created to solve a particular
problem and dissolved after a period of time. In one school, committees headed by department
chairpersons worked to determine which students should be scheduled with which teachers.
Additional Practices Related to Leadership
Each of the following was mentioned by at least one school as important in increasing the graduation
rate:
1. Challenged teachers to challenge students academically,
2. Eliminated all disrespect in the school,
3. Observed five classrooms per week and provided feedback to the teachers, and
4. Identified the talents and strengths of students, teachers, and others and used them to enrich the
school.
Please refer to the section, School Culture for more indicators about the leadership styles of the
administrators of the 85/10 schools.
Bright Idea
One principal met with each of his school’s learning communities several times a year.
Professional Learning
“In our
professional
learning
communities we
are rethinking
school.”
When asked, what two to five professional learning opportunities contributed the most to increasing the
graduation rate, the 85/10 schools had numerous responses, which are organized in the following
categories:
1. Professional Learning for Instruction,
2. Professional Learning Communities,
3. Site-Based Professional Learning,
4. External Professional Learning,
5. Additional Practices Related to Professional Learning, and
6. Bright Idea.
38

Commonalities of Georgia‘s 85/10 High Schools
Professional Learning for Instruction
All schools indicated as most important the professional learning opportunities provided for their teachers
and others focused on improving instruction and increasing student achievement. Several indicated the
professional learning was applicable to instruction and was research-based. The professional learning
topics mentioned were:
1. Georgia Performance Standards,
2. Differentiated Instruction,
3. Hands-on Learning,
4. Pyramid of Intervention,
5. Math I and II,
6. Learning Focused Strategies,
7. Designing Quality Assessments,
8. Instructional Best Practices,
9. Georgia Assessment of Progress on School Standards
(GAPSS),
10. Vertical and Horizontal Teaming,
11. Analyses of GHSGT and EOCT Data,
12. Evidence of Standards Mastery,
13. Standards-based Learning, and
14. Data Analysis and Utilization.
Several schools indicated they held the teachers and others accountable for their professional learning,
and they expected implementation and application of what was learned.
Professional Learning Communities
More than one-third of the schools had professional learning communities which they indicated were
important in increasing the graduation rate. Professional learning communities are small groups of
teachers and others within the school who meet regularly to examine and apply effective instructional
strategies, analyze student work, create tools, and/or solve problems. Generally, every educator in the
school is a member of at least one professional learning community.
Several schools indicated their professional learning communities researched and applied knowledge and
strategies gleaned from a particular book or body of research. Three schools noted their professional
learning communities devoted a significant amount of time to creating common assessments. The
principal of another school met with each learning community, and they researched and applied
differentiated instructional strategies in the classroom. The staff observed one another’s application of
these strategies in the classrooms during the year. Another school had a year-end culminating activity
where they celebrated what they had learned in the professional learning communities.
Site-Based Professional Learning
Professional learning has
“…changed what they
(teachers) do in classrooms.
It also changed the
conversation in the teachers’
lounge.”
Approximately one-fourth of the schools indicated site-based professional learning contributed to
increasing the graduation rate. They reported professional learning opportunities were based on the
needs identified by teachers and administrators. Many were self-designed.
Two schools had their own in-house conferences, planned and conducted by teachers and
administrators. Two schools reported they had a yearlong study and implementation of research selected
by the teachers. These educators earned one Professional Learning Unit (PLU) each year without
leaving the school.
Several schools indicated they had a structured process where teachers who were skilled in certain areas
were observed by other teachers on a regular basis. They used the Georgia Assessment of Performance
39

Commonalities of Georgia‘s 85/10 High Schools
on School Standards (GAPSS) Classroom Instruction Observation Form. Refer to Appendix J for a copy
of the form.
External Professional Learning
In several schools, educators were provided opportunities to attend state
and national conferences and other training. However, they were expected
to return and deliver the professional learning to other staff members, as
appropriate.
Several indicated Georgia Leadership Institute for School Improvement
(GLISI) programs had made a significant positive impact on their schools.
GLISI reported at least 12 of the 85/10 schools and/or their school districts
have participated in at least one GLISI program.
Additional Practices Related to Professional Learning
Each of the following was mentioned by at least one school as important in increasing the graduation
rate:
1. Provided training for teacher mentors,
2. Attended High Schools That Work Conference, conducted by Southern Regional Education
Board,
3. Provided professional learning during early release days four times a year for a total of 20 hours,
4. Attended Infinite Campus training, and
5. Focused on teachers working in teams.
Bright Idea
One school had what it called Collaborative School Improvement (CSI), a yearlong focus on areas of
improvement designated by the teachers. For the first half of the school year, small teams of
approximately six teachers each studied the research selected. The second half of the year teachers
worked in teams to implement what they had learned.
Continuous Improvement
“Our CIP
(continuous
improvement
process)
changed our
culture.”
When asked, what were the mission, goals, and school improvement plans, and did you use any
continuous improvement processes and/or tools to increase the graduation rate, the 85/10 schools had
numerous responses, which are organized in the following categories:
1. Developing Mission, Goals, and School Improvement Plans,
2. Mission, Goals, and School Improvement Plans,
3. Customer Focus,
4. Tools,
5. Use of Data,
6. Additional Practices Related to Continuous Improvement, and
7. Bright Idea.
All but two schools indicated they used formal continuous improvement processes. Those interviewed
strongly emphasized the value of those processes in improving the graduation rate. The other two
schools indicated that they had implemented many practices of continuous improvement especially
teaming and using data to make decisions.
40

Commonalities of Georgia‘s 85/10 High Schools
Developing the Mission, Goals, and School Improvement Plans
Each school created its mission, goals, and a school improvement plan with input from many
stakeholders. All indicated they used a team approach. The following are comments about how the
mission, goals, and school improvement plans were created:
1. We used strategic thinking – what does each student need?
2. The school improvement committee developed the School Improvement Plan.
3. High Schools That Work helped us establish our goals.
4. Each department had a 45-day Action Plan.
5. Each department set goals for the year.
6. We planned as a faculty.
7. A team of teachers and administrators planned each year in a retreat on Sapelo Island.
8. We planned an area of focus each year.
9. The leadership team conducted a planning retreat each summer.
Mission, Goals, and School Improvement Plans
All schools indicated they have a mission statement, goals, and a plan to improve
the school. The following were comments about the schools’ mission, goals, and
plans:
1. We had high expectations all students would graduate.
2. Our business was continuous improvement.
3. We focused on individual students, not subgroups.
4. Our goals were focused and clear.
5. We concentrated on ninth grade success.
6. Our goal was all students would earn a diploma.
7. We emphasized the work ethic.
8. Our goal was 100 percent of students would graduate.
9. Our philosophy was students would not just graduate, they would be prepared for life after high
school.
10. A lot of committees worked to ensure all students would graduate.
11. We wanted every standard mastered.
12. Our goal was to equip and inspire our students to graduate.
13. We communicated our high expectations to students.
14. Our goal was to attract students who have already dropped out of school even though it would
not improve the school’s AYP rating.
15. We had guiding principles all followed.
Customer Focus
Four schools indicated all staff members had embraced the mindset that the student was the identified
customer. They indicated they measured customer satisfaction and used the data to improve the
graduation rate. One school surveyed seniors, and the others surveyed all or a sample of students. One
school measured student involvement in the school.
Tools
“We work on
our family
atmosphere.”
All schools stressed the importance of their school improvement plan which guided decision-making. The
Balanced Scorecard is another tool used by more than half of the schools and will be used next year by
another. One school indicated it used the Baldridge Criteria, and three others reported the use of the
Plan-Do-Check-Act process. One school used Backward Design, and another analyzed data from the
GAPSS process for continuous improvement each year.
41

Commonalities of Georgia‘s 85/10 High Schools
Use of Data
All schools reported they used data extensively and in various ways to improve their graduation rate.
Several indicated they were “immersed” in data. All schools indicated they used data to make decisions
about instruction in the classroom and about the placement of students in the appropriate courses and
classrooms. They also used data to analyze the academic needs of students, particularly rising ninth
grade students.
Several schools stated professional learning communities, school improvement teams, and subject area
teachers used data to refine the instructional process. The data mentioned were:
1. SAT scores,
2. AP scores,
3. GHSGT, EOCT, and re-test scores,
4. Number of Pass Plus scores on the GHSGT,
5. Graduation rates,
6. Benchmark assessment data,
7. Common assessment data,
8. Pass/fail rates of each course and each grade,
9. Survey results,
10. CRCT scores from middle and elementary schools,
11. Discipline records, and
12. Attendance records.
Most schools used technology to analyze academic and other data and to track test data to determine by
standard and domain the mastery of standards. Several indicated they analyzed data on students each
year before the school year began.
Additional Practices Related to Continuous Improvement
Each of the following was mentioned by at least one school as important in increasing the graduation
rate:
1. Increased significantly the number of AP courses based on a survey of students and teachers,
2. Used a data team approach to collecting, disaggregating, and analyzing data, and
3. Conducted action research continually.
Bright Idea
One school discussed its continuous improvement process in each professional learning community and
developed its own continuous improvement cycle for increasing student learning:
1. Pretest students,
2. Identify strengths and weaknesses,
3. Modify and/or adjust the curriculum,
4. Use instructional strategies that address the strengths and weaknesses,
5. Post-test students,
6. Modify and/or adjust the curriculum and instruction for those who did not master standards,
7. Return to step one.
School Culture
“Our business is
continuous
improvement.”
When asked to describe the school’s culture and indicate any changes in the school’s culture that were
most important in improving the graduation rate, the 85/10 schools had numerous responses which are
organized in the following categories:
1. High Expectations for All Students and Faculty Members,
2. Focus on Academics,
42

Commonalities of Georgia‘s 85/10 High Schools
3. Every Student, A Place,
4. Knowledgeable, Dedicated Faculty,
5. Open, Respectful, Caring Atmosphere,
6. Additional Practices Related to School Culture, and
7. Bright Idea.
High Expectations for All Students and Faculty Members
All schools indicated high expectations for all students were a driving factor in increasing their graduation
rate. Additionally, high expectations were evident for faculty members including the principal and other
administrators. One school indicated it was unacceptable for students not to graduate. These high
expectations were communicated frequently to all students, teachers, and others in the school. One
school “indoctrinated” teachers and students with high expectations. Another stated it had zero tolerance
for failure.
Focus on Academics
All schools reported the focus on academics helped increase the graduation
rate. Several schools protected the time of core academic teachers by giving
them fewer before-school and after-school duties so they could spend more time
working with students. Several indicated they held everyone accountable for
student learning, beginning with the principal.
Every Student, A Place
All 85/10 schools reported they focused on developing personal relationships with every student, and
every student found a place to belong in the school. They emphasized they would not give up on any
student. One school indicated relationships built naturally when the students knew the adults cared about
them personally.
Most schools created personal relationships between adults and students in a variety of ways. All
schools pointed to their advisement program as being an important tool in developing personal
relationships with students. Some focused on the teachers’ departmental structure, and all departments
had ownership for all students taking their courses. Several focused on actively engaging all students in
an activity in the school. They created opportunities for each student. One school sought to find the
talent, skill, and/or strength in each student and used these to engage the student in learning. More than
half of the schools focused on sports and extracurricular and co-curricular activities to develop bonds with
students.
Knowledgeable, Dedicated Faculty
“Our balanced
scorecard drives
our continuous
improvement
process.”
Over half of the schools cited dedicated faculty as one of the most important reasons for their increased
graduation rate. Teachers went beyond expectations to focus on all students and their learning. They
stayed at school after hours and were available to students outside of the classroom. Four schools
indicated they had a stable faculty, low faculty turnover, and good teacher morale.
Most of the schools reported their faculties were strong in content knowledge and had exceptional, varied
instructional strategies they used in the classroom. Most teachers genuinely cared for students
personally. However, three schools indicated they did have, as one principal noted, “toxic” teachers to
deal with.
Several schools indicated they had committees of teachers and others who interviewed potential staff
members to determine if the individuals had the knowledge and skills necessary to “fit” the school’s
culture.
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Commonalities of Georgia‘s 85/10 High Schools
Open, Respectful, Caring Atmosphere
Several schools indicated they had an open atmosphere where all individuals felt safe to voice concerns
to the administration. Several other schools focused on a respectful student body and staff. Others
mentioned they had a family atmosphere in the school with everyone knowing and caring for each other.
Additional Practices Related to School Culture
Each of the following was mentioned by at least one school as important in increasing the graduation
rate:
1. Celebrated successes,
2. Focused on a culture that encouraged innovation, and
3. Involved students in the governance of the school.
Bright Idea
During the summer for rising ninth graders, the school had several strategies, including transition classes,
that were focused not only remediation, but on the culture of the school. Students were “inculcated” with
the culture of the school, its high expectations, and strong work ethic.
Family Involvement
When asked, what are the two or five most important strategies used to engage families in their students’
learning, the schools had numerous responses which are organized in the following categories:
1. Communications with Parents,
2. Activities for Parents and Other Family Members,
3. Additional Practices Related to Family Involvement, and
4. Bright Idea.
Communications with Parents
All schools pointed to an intense focus on communication with parents, signifying frequent, regular
contacts were very important, especially “when things were going well.” Most schools reported
graduation coaches and counselors, as well as teachers and administrators, communicated with parents.
Two schools indicated their teachers called all parents at the beginning of the school year in order to start
on a positive note. In three schools, graduation coaches conducted home visits.
More than half of the 85/10 schools noted as most important the use of technology to communicate with
parents. Many had web-based technology where parents could access their students’ grades, and
teachers could communicate about upcoming projects and tests. Several indicated blast e-mails were an
effective way to communicate. All schools indicated it was very important to communicate with parents
when their children were absent from school. Many stated their website was a good communication tool.
Yet, they were mindful of those families who did not have computer access.
The following were mentioned as topics communicated to parents:
1. Test dates,
2. Available tutorials,
3. High expectations for students and faculty,
4. Advisement sessions,
5. Financial aid for postsecondary education,
6. Scholarships,
7. Sports, and
8. Upcoming events.
“If you feed them,
they will come.”
44

Commonalities of Georgia‘s 85/10 High Schools
The following were tools, other than those indicated above, used by the schools to communicate with
families:
1. Newsletters,
2. Newspaper columns, and
3. Local cable shows.
Activities for Parents and Other Family Members
All 85/10 schools provided activities that included parents and other family members and pointed to them
as important in increasing the graduation rate. Almost half mentioned parent/student advisement for
eighth and/or ninth grade students and their parents. Many had open houses. At least three had career
fairs. Two indicated they had strong PTSAs and newsletters. Two opened their computer labs after
school hours for students and their families. Two schools indicated they had a bilingual member of the
faculty whose focus was to work with Latino students and their parents.
Additional Practices Related to Family Involvement
In addition to those mentioned above, each of the following is an activity mentioned by at least one school
to involve families:
1. Open house at Walmart,
2. Counselor/parent night,
3. Active booster clubs,
4. Senior night,
5. Teachers available every Tuesday and Thursday after school for
parent conferences,
6. Thanksgiving lunch,
7. Health fairs,
8. Assistance with applying for financial aid and to postsecondary
schools,
9. Senior/parent suppers,
10. Coffees with principals,
11. Barbecues,
12. Parents’ lunch with students,
13. Junior year evaluations with counselor, and
14. Festivals.
Bright Idea
One school had a report card night where parents came into the school, met with teachers, and got their
child’s report card. More than 800 individuals attended a report card night.
Community Involvement
“We get the eighth
grade yearbook and
devote the summer to
learning their names.”
All schools used strategies to increase community involvement and valued it. Two-thirds of the schools
indicated that community involvement directly related to increasing the graduation rate. When asked
what are the two to five most important strategies used to involve the community, five schools indicated a
strong Partners in Education Program. Three indicated career fairs with involvement from local
businesses and postsecondary schools, and two reported they worked closely with Georgia Family
Connection Partnership.
Although not mentioned by any of the 85/10 schools, the Governor’s Office of Workforce Development
(GOWFD) reported all communities represented by the 85/10 schools, except one, either are workforce
45

Commonalities of Georgia‘s 85/10 High Schools
ready communities or are working toward that designation. GOWFD requires communities seeking the
workforce ready status to include at least one metric that addresses an increase in the graduation rate.
Each of the following was mentioned by at least one school:
1. Created local cable television shows,
2. Worked with the juvenile court judge on student attendance issues,
3. Encouraged volunteers in the school,
4. Participated in work-ready community activities,
5. Organized a football camp for young children,
6. Hosted local employers to meet with its vocational department teachers,
7. Involved banks, Lions Clubs, Rotary Clubs, and Chambers of Commerce,
8. Created an advisory body comprised of business partners, mentors, and other community
members,
9. Participated on the Junior Board of Directors at a bank, and
10. Involved at least one of the following in tutoring or other activities
Spelman College,
Georgia State University,
Georgia Institute of Technology,
Columbus State University,
Environmental Protection Agency,
Turner Broadcasting,
Local churches, and
National Coalition of 100 Black Women.
Bright Ideas
One school emphasized alumni support and reported the school contacted alumni and asked many of
them to come into the school and tell their success stories to the students.
A local car dealership and one school had a reciprocal arrangement where the dealership allowed the
school to use its convertibles for the homecoming parade and the dealership was provided eight
advertisements in the school’s newspaper at no cost.
Policies and Procedures
Several questions were asked regarding policies and procedures required of schools in the areas of:
1. Identification of Potential Dropouts,
2. Student Attendance,
3. Withdrawing Students,
4. 2004-2005 Increase in the Graduation Rate,
5. Discipline,
6. Requirements for Graduation Beyond the State Mandates, and
7. Bright Idea.
Identification of Potential Dropouts
“Students know
they have no
choice but to
perform and to
perform at our
high standards.”
Most of the schools indicated they did not have specific procedures for identifying potential dropouts.
“You know them when you see them,” stated one principal. Most looked to checklists. Refer to Appendix
K for the Worksheet of Common Risk Factors. However, the schools had varied interpretations of how
checklists were used and how many characteristics should be observed before a student is considered a
potential dropout. They also differed in the degree of importance they assigned to certain characteristics.
Some schools determined that if a student was more than two years older than his/her classmates and
had academic problems, the student was considered a potential dropout. Many indicated they need a
better system to identify potential dropouts.
46

Commonalities of Georgia‘s 85/10 High Schools
Student Attendance
All schools indicated student attendance was an extremely important factor impacting the graduation rate,
and they all focused on getting students to school. Most schools had a method of contacting parents
each day a student is absent. Some had the policy that if a student were absent more than a certain
number of days in a specific course, the student would not receive credit for the course, regardless of the
grade earned. These schools had an appeal process.
Several schools had a tiered approach. For example, after three days absent, a letter was sent to the
parents and student, after five days another letter was sent, after seven days the counselor, social
worker, administrator, and/or school resource officer worked as a team to get the student back into
school. In one school after a student was absent three days, the counselor called the truant officer and
reported the absences. The officer then followed-up with the student and parents.
Some schools allowed the students to complete schoolwork missed for only excused absences. Others
for both excused and unexcused absences. Saturday school provided opportunities to complete the
assignments missed due to absences.
Withdrawing Students
All schools indicated they had a procedure they used when students decided to drop out of school before
graduation. All attempted to meet with the students and their parents. The individual(s) who met with the
students and their parents varied from school to school. In some it was the counselors, others the
graduation coach, others an administrator. A few used a team approach. Most schools indicated they
presented options to students for staying in school, such as attending night school or alternative school or
earning a General Education Diploma (GED). Some schools discussed the reality of life without a
diploma and gave statistics about the future earning power and employment of dropouts.
Once the student was absent a certain number of days, generally five or more consecutive days,
someone in the school attempted to contact the student and his/her parents to determine the reasons for
the absences and to encourage the student to come back to school.
One school reported it “chased down every student.” The social worker or graduation coach found
someone who knew the student or found a relative of the student, and they were relentless in determining
where the student was.
Most schools tracked the student’s records to determine if another school had requested them. If so, the
student was coded as a transfer in the student information system. If no records request was made, the
student was coded as a dropout. It varied from school to school who actually coded the students. The
following were mentioned:
1. Counselor,
2. Registrar,
3. Data clerk,
4. Guidance secretary,
5. Central office person, and/or
6. Administrative technology specialist.
All 85/10 schools reported they went to great lengths to ensure all coding was correct. Several schools
indicated technology specialists at the district level followed-up to make sure the coding was accurate.
2004-2005 Increase in the Graduation Rate
“We involve students in
the governance of the
school.”
Several of the experts who participated in this study indicated many Georgia high schools had a
significant increase in the graduation rate from 2004 to 2005. Except for one, all 85/10 schools had an
increase in graduation rate from 2004 to 2005 ranging from 3.28 to 22.52 percentage points, as indicated
in Table V.
47

Commonalities of Georgia‘s 85/10 High Schools
Table V: Differences in the Percentages of Graduation Rates from 2004 to 2005 12 in 85/10 Schools,
Ranked by Amount of Change, and State Percentages
School System/
State of Georgia
School Name
Graduation
Rate
2004
Graduation
Rate
2005
Amount of
Change
Buford City Buford High School 66.3 88.8 22.5
Union County Union County High School 69.2 86.5 17.34
Atlanta City Grady High School 75.0 89.2 14.2
Atlanta City Mays High School 77.5 89.5 12.0
Houston County Houston County High School 77.2 88.6 11.4
Gilmer County Gilmer High School 63.0 73.4 10.4
Wilkes County Washington-Wilkes High School 64.1 73.1 9.0
Fulton County Westlake High School 73.2 81.8 8.6
Houston County
Perry High School
Fulton County Riverwood High School 76.0 84.1 8.1
Lumpkin County New Lumpkin County High School 73.0 79.5 6.5
Columbia County Greenbrier High School 77.7 82.5 4.8
Walton County Loganville High School 72.5 76.0 3.5
Muscogee County Hardaway High School 71.5 74.8 3.3
DeKalb County Redan High School 73.90 70.9 -3.0
State of Georgia 65.4 67.8 2.4
The ranges of the percentage points change in the graduation rate from 2004 to 2005 presented in Table
V are summarized in Table VI.
12 Source: Governor’s Office of Student Achievement, www.gaosa.org
72.8
81.2
8.4
48

Commonalities of Georgia‘s 85/10 High Schools
Table VI: Range of Percentage Points Change in Graduation Rate from 2004 to 2005 and Number
of 85/10 Schools Within the Range 13
Range of Percentage Points Change in
Graduation Rate 2004 - 2005
Number of 85/10
Schools
More than 20.00 1
15.00 – 20.00 1
10.00 – 14.99 4
5.00 – 9.99 5
1 – 4.99 3
Less than 1 1
The increase in the graduation rate for the state of Georgia was 2.4 percent from 2004 to 2005. All but
one of the 85/10 schools increased the graduation rate at a greater percentage than the state average.
When asked, what influenced this increase, most schools reported they did not know. Several noted the
federal No Child Left Behind Act might have been the reason since the graduation rate is the second
indicator toward earning AYP. One school indicated training regarding the coding of students may have
contributed to the increase. Also, the state changed the definition of a graduate from 2004 to 2005 to
include those students who graduated as a result of summer school following their senior year. Refer to
Appendix G for the definition of “graduate.”
Discipline
Most schools indicated over the past few years they have suspended fewer and fewer students out-ofschool
for disciplinary reasons. Most used in-school suspension, which is small classes in the school
specifically designed to discipline students for certain infractions while keeping them in school and
learning.
Requirements for Graduation Beyond the State Mandates
Three schools indicated they required additional course credits beyond the 22 required for graduation by
the State Board of Education. One school required students to complete 75 hours of community service
in order to graduate, and another required 12 hours of community service in each social studies course.
Bright Idea
The organization, One Hundred Black Women, adopted 21 girls in the ninth grade and guaranteed
college scholarships for those who graduated from high school.
13 Source: Governor’s Office of Student Achievement, www.ga.osa.org
49

Commonalities of Georgia‘s 85/10 High Schools
General Questions
A few general questions were asked about the following:
1. Support from the Board of Education and School System,
2. Georgia Assessment of Progress on School Standards,
3. Foundations,
4. 2009-10 School Year, and
5. Continued Challenges.
Support from the Board of Education and the School System
When asked, what kind of support have you received from your school system, all schools indicated the
local board of education and the school system had been very supportive of efforts to increase the
graduation rate. Several indicated there was very little bureaucracy to deal with, and they had the
freedom to take risks and be creative.
Georgia Assessment of Progress on School Standards (GAPSS)
When asked, has your school participated in a GAPSS analysis, two of the 85/10
schools stated they formally went through the GAPSS process, which is the
assessment of the implementation of research-based standards for schools. Two
informally applied the standards themselves. All four indicated the process was an
influence in increasing the graduation rate. One used the process and results in its
continuous improvement efforts.
One principal stated he wanted some of his teachers to participate as team members in the GAPSS
process so they could learn about the school standards. One school reported it used the GAPSS
Classroom Instruction Observation Form when administrators or teachers observed teachers. Refer to
Appendix J for a copy of the form.
Foundations
A question was not asked about school foundations. However, four of the 85/10 schools indicated their
foundations played a significant role in increasing their graduation rates. For example, one foundation
provided financial support for professional learning for teachers of AP courses. Another provided funding
for a teacher to attend a Shakesphere Festival in New York, and the school will begin such a festival. One
funded a Writing Center, where students could receive help writing essays, college biographies, and
research papers after school three days a week. Three schools’ foundations managed scholarships and
financial assistance for soon-to-be-graduates and provided support for student trips to Washington D.C.
and Europe each year.
2009-10 School Year
“We are
passionate
about our
work.”
When asked, what, if anything will you do differently in the 2009-10 school year, each of the following was
mentioned by at least one 85/10 school:
1. Begin a student leadership program,
2. Focus more on SAT preparation,
3. Move to an eight-period day,
4. Expand night tutoring,
5. Begin a Renaissance Program,
6. Begin common teacher planning,
7. Educate teachers on data analysis at the domain level,
8. Create common assessments,
50

Commonalities of Georgia‘s 85/10 High Schools
9. Begin a Shakespeare Festival,
10. Provide a summer program for at-risk students, and
11. Begin collaborative planning time for teachers.
Continued Challenges
When asked, what challenges do you face which could impact the graduation rate, several schools
indicated the definition of a graduate should be revised to include students who graduate in five years,
who graduate with a Special Education Diploma, and who earn the GED.
Four schools mentioned limited funds as a continuing challenge, and several are losing staff positions in
2009-10 school year. Three schools indicated the class sizes for high school courses are too large.
Other continued challenges to increasing the graduation rate mentioned were:
1. New Georgia Performance Standards curriculum,
2. Pregnancy rate,
3. School building capacity,
4. Outdated funding formula,
5. Student attendance,
6. SAT scores,
7. Funding for GHSGT, EOCT, and SAT preparation,
8. Transient student population,
9. Math I failure rate, and
10. Students giving up.
Summary
In summary, each of the 85/10 schools indicated the importance of and, to varying degrees, emphasized
each of the following in increasing the graduation rate:
1. A rigorous curriculum focused on high expectations, career and technical education, and
postsecondary study,
2. Student assessment with emphasis on the GHSGT, EOCT, and common and benchmark
assessments,
3. Effective classroom instruction using a variety of strategies,
4. Collaboration among teachers,
5. Programs and interventions which focused on standards mastery,
remediation, credit recovery, advisement, and counseling,
6. Implementation of continuous improvement processes, concentrating
on teaming and using data to make decisions,
7. A respectful, open, and caring school culture,
8. Transition from eighth grade to ninth grade and the structure of the
ninth grade, ensuring it was conducive to student learning,
9. Graduation coaches who did whatever it took to keep students in school,
“Parents keep
up with
students’ grades
via the internet.”
10. The increase in student-learning time and the creative use of time, especially for remediation,
11. Expert teachers and effective leaders,
12. Professional learning focused on student learning, and
13. Involvement of parents and other family members in the education of students and the activities
of the school.
Refer to Appendix L for a list of all strategies mentioned by 85/10 schools as important in increasing the
graduation rate.
51

Commonalities of Georgia‘s 85/10 High Schools
COMMONALITIES AMONG GEORGIA’S 85/10 SCHOOLS
At first, the review of the responses of the 85/10 schools to the questions posed appears to indicate the
schools’ approaches to increasing the graduation rate vary a great deal. However, deeper analyses
indicate there are several commonalities viewed by the schools as important. These reflect to a high
degree the emphases given by the experts who participated in crafting questions for this study (Refer to
the section, Methodology of the Research)
In reviewing the telephone interviews and written responses from the 15 schools that met the criteria for
this research, the commonalities emerged. The 85/10 schools:
1. Focused their school climate, mission, goals, school improvement plans, and continuous
improvement processes on high expectations for student learning,
2. Established a rigorous curriculum, with emphases on career, technical, and postsecondary
education,
3. Assessed mastery of standards and used the data to improve instruction,
4. Concentrated on the mastery of all curriculum standards by all students,
5. Provided effective programs and interventions which remediated students on standards not
mastered, offered opportunities to earn credits needed to move to the next level of learning, and
focused on passing each GHSGT,
6. Concentrated on an effective transition from eighth to ninth grade ensuring a supportive
environment,
7. Structured the ninth grade to provide academic remediation and social support students needed
to be successful in high school,
8. Emphasized an increase in the amount of student-learning time and
the flexible use of time, particularly for remediation,
9. Held teachers, administrators, graduation coaches, and students
accountable for student learning,
10. Employed administrators who were effective instructional leaders and
teachers who were dedicated, knowledgeable of the curriculum, and
equipped with a variety of effective instructional strategies,
11. Provided resources for teachers to plan collaboratively and use
common student assessments which resulted in the alignment of the
same courses regardless of the teacher, thus, increasing the quality of
teaching, especially for weak or inexperienced teachers,
12. Provided effective professional learning opportunities that focused on
student learning,
“Our
teachers
don’t just
stand and
deliver
anymore.”
13. Nurtured personal relationships among faculty, students, and parents in a caring environment and
sought to involve families in school activities, and
14. Used a variety of data and continuous improvement principles and processes to enhance the
school culture and improve student learning.
The interdependence of the commonalities was evident, as well. For example, professional learning is a
tool that was used in continuous improvement processes to analyze student achievement data and apply
the results to planning effective instructional strategies for the classrooms. Refer to Exhibit III for a
conceptualization of the commonalities which are discussed below.
52

Commonalities of Georgia‘s 85/10 High Schools
Exhibit III: Interdependence of Commonalities Identified as Important in Increasing the Graduation
Rate in the 85/10 Schools
School Culture
School culture encompasses, and is dependent upon, the philosophies, attitudes, knowledge, skills, and
the activities of all who enter the school’s doors. Overwhelmingly, the 85/10 schools emphasized the
importance of the school’s culture and pointed to its impact on the graduation rate. High expectations
and a focus on student learning were the main emphases of the schools’ cultures. These schools
stressed the importance of an open, respectful, caring environment that nurtured personal relationships
among adults, students, and families. It was obvious those interviewed were proud of their schools and
were eager to share their accomplishments.
Continuous Improvement
In almost all schools, the culture embraced the concepts of continuous improvement. All but a few used
continuous improvement processes extensively. They knew the language and talked comfortably about
how they used continuous improvement tools to increase the graduation rate. The schools that indicated
they did not have a formal processes in place had implemented many of the components of continuous
improvement, especially working in teams and using data to make decisions.
Mission, Goals, and School Improvement Plans
The missions and goals of the schools focused mainly on high expectations for the academic
achievement of all students, and the school improvement plans reflected the same. For most of the
schools, the improvement plans were the guiding documents, and they were created by a team(s) of
faculty members and others. All schools indicated data were used by the teams in the development and
implementation of the goals and school improvement plans.
Curriculum, Assessment, and Instruction
53

Commonalities of Georgia‘s 85/10 High Schools
Standards mastery, by far, was a major focus of the 85/10 schools, and they indicated a dedicated faculty
with strong content knowledge and exceptional and varied instructional strategies was integral to the
schools’ success. In these schools mastery of standards was the “constant,” and assessment,
instruction, and student-learning time, were the “variables.” This was in contrast to the traditional
approach that time, i.e. a 55 minute class period, was the “constant” and student learning was a
“variable.” The faculty knew the curriculum and was adept at instructing students with a clear focus on
mastery. Several schools implemented curricular academies.
Rigor was mentioned by each school as a major component in increasing the graduation rate, and each
had increased rigor in several ways. Core academic standards were included in career and technical
courses, and the expectations for the academic achievement of special education students were high.
The faculty worked together to ensure the standards were applicable to the students’ life after high
school. AP courses were viewed as another way to increase rigor and further encourage postsecondary
study.
Assessment of student learning was a central theme of these schools, and they used the data in
designing instruction focused on mastery of standards. Benchmark assessments and common
assessments were viewed by these schools as important in increasing the expectations that all students
would master standards. They also provided consistency of curriculum and instruction from teacher to
teacher of the same course, thus increasing the quality of teaching, especially for weak or inexperienced
teachers.
Another commonality in these schools’ success was frequent, focused, and strategic collaboration among
faculty members. Horizontal and vertical teaming were practical ways to work on instruction and student
assessment and to identify issues and solve problems. Administrators were effective instructional
leaders.
Programs and Interventions
Remediation on standards not mastered was one of the strongest
commonalities found. These schools used numerous approaches, both
during and outside the school day, to ensure each student mastered the
requisite curriculum standards necessary to move to the next level of
learning. The schools indicated their credit recovery efforts were extremely
beneficial. For rising ninth graders who had not mastered the requisite
standards to be successful, the schools provided intense, focused, tactical
remediation. Remediation for some students focused on the GHSGT. Many
programs and interventions were technology-driven.
The advisement and counseling programs were used as vehicles to ensure each student was on track for
graduation. Those students who were not on track had abundant opportunities for remediation. These
programs also were instrumental in establishing personal relationships among students and faculty.
The 85/10 schools concentrated on an effective transition of students from eighth to ninth grade and on
the structure of the ninth grade itself, ensuring it was conducive to student learning. The schools had
many and varied mechanisms to address the issues of the ninth grade students. Many had some form of
a ninth grade academy. It was apparent these schools understood the ninth grade was a pivotal point in
a student’s decision to remain in school through graduation.
Relationships
“Our juvenile
court judge
helped us
increase our
attendance
rate.”
A school is a dynamic, social community of its own. Each school emphasized genuine, caring personal
relationships among students, faculty, administrators, and parents.
54

Commonalities of Georgia‘s 85/10 High Schools
The graduation coach was mentioned by each of the 85/10 schools as vital to increasing the graduation
rate. The interviewees indicated a large part of the graduation coach’s role was to nurture positive
personal relationships among the faculty, students, and parents, especially for students who were in
jeopardy of leaving school before graduation. The focus of the graduation coach was to do whatever it
took to ensure each student earned the appropriate number of course credits to move to the next level of
learning and each student earned a Pass or Pass Plus score on each of the GHSGT.
The schools had strong, effective instructional leaders who established a caring culture which nurtured
personal relationships while holding students and faculty accountable for student learning. The leaders
used teams of faculty members and others to make decisions and solve problems.
All schools used strategies to increase community involvement and valued it. Two-thirds indicated it
directly related to increasing the graduation rate. Community involvement was the weakest commonality
found.
Tools
Teachers and administrators worked together to create and use
tools, such as balanced scorecards, common assessments,
instructional time, and professional learning, to ensure rigorous
courses and effective instruction. These schools used data and
continuous improvement processes to tackle and resolve barriers to
student learning.
Each school concentrated on increasing the amount of student-learning time and how best to use time to
impact student achievement. Flexible scheduling with the emphasis on remediation for students who
were at-risk of not graduating was important in increasing the graduation rate. Each of the schools
created ways to increase the amount of time for student learning beyond the regular school day,
instructing students after school, before school, on Saturdays, and during intersessions.
Professional learning was another tool these schools used to advantage. Clearly, student learning was
the absolute focal point of the professional learning. In-house professional learning was designed by the
faculties based on the identified needs of the teachers. Many schools used learning communities as the
structure of their professional learning, and the faculty was held accountable for the content knowledge
and instructional skills needed to teach students to high levels.
Population Classification of Counties and Number of Students
“We help our students
apply to
postsecondary
schools and for
financial assistance.”
An analysis of the responses of the 85/10 schools based on the counties’ population classification, such
as rural, urban, and suburban, indicated no stronger commonalities than those among all 85/10 schools.
Similarly, analysis of schools’ responses based on student enrollment indicated comparable
commonalities as those of all 85/10 schools. Thus, neither the size of the schools’ enrollment nor the
population classification of the counties in which the schools are located resulted in differences in
commonalities among the 15 schools that met the criteria of this research. See Table VII for the
population classifications of the schools’ counties and enrollment in the 85/10 schools and Exhibit II for
locations of schools and county population classifications.
55

Commonalities of Georgia‘s 85/10 High Schools
School System
Buford City
Gilmer County
Atlanta City
Columbia
County
Muscogee
County
Houston County
Walton County
Table VII: Population Classification of Counties and Enrollment (2009) of 85/10 Schools
School
Buford High School
Gilmer High School
Population Classification of Counties 14
Urban
Grady High School √
Greenbrier High
School
Hardaway High
School
√
Houston High School √
Loganville High
School
Lumpkin County
New Lumpkin County
High School
Atlanta City Mays High School √
Houston County Perry High School √
DeKalb County Redan High School
Fulton County
Union County
Wilkes County
Fulton County
Riverwood High
School
Union County High
School
Washington-Wilkes
High School
Westlake High School
√
√
Suburban
Rural
Growth
Rural
Decline
Less
than
1000
Students
√
√
√
√
√
√
Enrollment (2009) 15
1000 –
2000
Students
In summary, commonalities among the 85/10 schools are a caring culture encompassing continuous
improvement practices and focusing on the mission and goals of the school, high expectations for
students and faculty, a rigorous curriculum, effective assessment of student knowledge and skills, and
varied, effective instructional strategies. The schools’ programs, interventions, and personal relationships
emphasized a no-nonsense approach to student mastery of the curriculum standards. The schools
created and/or adopted an array of tools, such as an increase in the amount of student-learning time, the
flexible structure of time, and strategic professional learning, to improve the culture through continuous
improvement processes.
14 Source: College of Family and Consumer Sciences, University of Georgia. http://www.fcs.uga.edu/hace/gafacts/map.html.
15 Source: Governor’s Office of Student Achievement, www.gaosa.org.
√
√ √
√ √
√
√
√
√
√
√
√
√
More than
2000
Students
Total 7 4 3 1 3 8 4
56
√
√
√
√

Commonalities of Georgia‘s 85/10 High Schools
RECOMMENDATIONS 16
The 85/10 schools have improved the graduation rate relatively quickly, an average of 17.1 percentage
points over six years, 2004 – 2009, above the state’s 13.5 percentage points for the same time period.
These schools are commended for their relentless efforts to educate all students to high levels.
Nevertheless, the problem remains. As successful as these 15 schools are, combined they will average
approximately 600 students each year (based on 2009 data and averaged over the length of the
traditional high school career) who will leave school before graduation. The schools themselves
acknowledged they had additional work to do to graduate more students.
Tools to Identify Potential Dropouts
Realistically, to increase the graduation rate, Georgia must confront the issues that lead students to leave
school prior to graduation. These issues must be addressed comprehensively, directly, and strategically.
However, in order to do this, it is essential for educators and other decision-makers to have accurate,
reliable data on which to base their actions. The Alliance for Excellent Education 17 and the Data Quality
Campaign 18 recommend that states create high quality longitudinal data systems for schools. The
National Governors Association calls for the creation of “… early warning data systems to help schools
accurately identify individual students likely to drop out.” 19 Also, research by Achieve 20 and National
Dropout Prevention Center 21 call for locale-specific data systems to predict precisely which students will
drop out of school.
Educators need data on which to make solid decisions that will increase the
graduation rate. Some of the 85/10 schools indicated they did not have
mechanisms, other than checklists, to identify potential dropouts. Research
indicates checklists of global sets of risk factors are inefficient and unreliable
as predictors of individual students who are unlikely to graduate from high
school. 22 Research calls for the development of an effective and efficient
early warning system which will help educators predict the specific students
who will drop out of school. Because there are variations in student
populations from community to community and school to school, educators
“We’re all
singing off the
same sheet of
music now.”
need an accurate early warning system that will develop profiles of Georgia students at the school and
school system levels who are likely to drop out of school. 23
“Georgia is developing a new, individual student, longitudinal data system based on unique student
identifiers, which will allow for a more accurate accounting of students throughout the State, including
16 Several of these recommendations also appear in Increasing the Graduation Rate, Phase I, Data Needed and Available to Make
Quality Decisions, www.gpee.org.
17 Alliance for Excellent Education, http://www.all4ed.org/about_the_solution/data_for_improvement_of_ed.
18 Data Quality Campaign, Creating Longitudinal Data Systems – Lessons Learned by Leading States, October 2006,
www.dataqualitycampaign.org.
19 Princiotta, D. and Ryan, R. Achieving Graduation for All: A Governor’s Guide to Dropout Prevention and Recovery, National
Governors Association Center for Best Practices, 2009, p. 23.
20 Jerald, Craig D. Identifying Potential Dropouts: Key Lessons for Building an Early Warning Data System, Achieve and Jobs for the
Future, Carnegie Corp, 2006.
21 Wells, Shirley, Bechard, Sue and Hamby, John. How to Identify At-Risk Students. A Series of Solutions and Strategies. National
Dropout Prevention Center, July, 1989.
22 Allensworth, E. and Easton, J.Q. The On-Track Indicator as a Predictor of High School Graduation. Chicago: Consortium on
Chicago School Research, 2005. Gerald, Craig D. Identifying Potential Dropouts: Key Lessons for Building an Early Warning Data
System. Achieve and Jobs for the Future. Carnegie Corp., 2006; Wells, Shirley, Bechard, Sue and Hamby, John. How to Identify
At-Risk Students. A Series of Solutions and Strategies. National Dropout Prevention Center, July 1989. U.S. Department of
Education, 1998. Do We Know Whom to Serve? Issues in Using Risk Factors to Identify Dropouts. School Dropout Demonstration
Assistance Program Evaluation..http://www.centerforpubliceducation.org/site/c.kjJXJ5MPIwE/b.2637903/k.A3BA/ Keeping_kids_in_
school_ What_research_says_about_preventing_dropouts.htm.
23 Data Quality Campaign. Creating a Longitudinal Data System: Using Data to Improve Student Achievement, 2006,
www.dataqualitycampaign.org, and Wells, Shirley, Bechard, Sue and Hamby, John, How to Identify At-Risk Students. A Series of
Solutions and Strategies. National Dropout Prevention Center, July, 1989
57

Commonalities of Georgia‘s 85/10 High Schools
determining each student’s enrollment for the ‘full academic year.’” 24 It is recommended the state include
in the longitudinal data system the capacity for Georgia schools and school systems to conduct cohortbased,
longitudinal studies, the results of which can be used to create locale-specific early warning
systems that predict which students in a certain school or school system will leave school prior to
graduation. Achieve research 25 and National Dropout Center research 26 chronicle two methods to
develop a locale-specific data system to predict which specific students will drop out and how this can be
done in a “very short time and require relatively few resources.” 27
Cost projections for Georgia to implement such modifications in the student information system are
beyond the scope of this research. However, “…the cost of building an accurate Early Warning System is
relatively small compared with the cost of providing programmatic interventions or systemwide reforms
meant to increase the graduation rates. But, the payoff of basing interventions on accurate data can be
huge.” 28 The Data Quality Campaign has developed estimates for building specific components of the
system. For a detailed discussion, refer to Creating Longitudinal Data Systems – Lessons Learned by
Leading States. 29
The following are 10 elements with a total of 59 sub-elements that are essential to create a longitudinal
data system: 30
1. A unique statewide student identifier,
2. Student-level enrollment and demographic and program participation
information,
3. The ability to match individual students’ test records from year to year to
measure academic growth,
4. Information on untested students,
5. A teacher identifier system with the ability to match teachers to students,
6. Student-level transcript information, including information on courses
completed and grades earned,
7. Student-level college readiness test scores,
8. Student-level graduation and dropout data,
9. The ability to match student records among all agencies, P–16, and
10. A state data audit system assessing data quality, validity, and reliability.
The Data Quality Campaign 31 rates Georgia as one of 11 states to have all 10
essential elements. The U.S. Chamber of Commerce rates Georgia, one of seven
states, with an “A” but indicates that Georgia does not have a P-20 longitudinal data system. 32 Refer to
Appendix M for details regarding State Education Agency Actions to Create a State Longitudinal Data
System.
The Georgia Department of Education is commended for being awarded an $8.9 million grant to improve
its statewide educational data system. Georgia was one of 27 that received a 2009 Statewide
Longitudinal Data System Grant from the Institute of Educational Sciences, a division of the U.S.
Department of Education. Refer to Appendix N for more information on the grant.
24 Georgia Department of Education, State of Georgia Consolidated State Application Accountability Workbook, April 15, 2009, p.17.
25 Jerald, Craig D. Identifying Potential Dropouts: Key Lessons for Building an Early Warning Data System, Achieve and Jobs for the
Future, Carnegie Corp, 2006.
26 Wells, Shirley, Bechard, Sue and Hamby, John. How to Identify At-Risk Students. A Series of Solutions and Strategies. National
Dropout Prevention Center, July 1989.
27 Jerald, Craig D. Identifying Potential Dropouts: Key Lessons for Building an Early Warning Data System, Achieve and Jobs for the
Future, Carnegie Corp, 2006, p.19
28 Jerald, Craig D. Identifying Potential Dropouts: Key Lessons for Building an Early Warning Data System, Achieve and Jobs for the
Future, Carnegie Corp, 2006, p. 3.
29 Data Quality Campaign, Creating Longitudinal Data Systems – Lessons Learned by Leading States, October 2006,
www.dataqualitycampaign.org.
30 Data Quality Campaign. Creating a Longitudinal Data System: Using Data to Improve Student Achievement., 2006,
www.dataqualitycampaign.org.
31 Data Quality Campaign. 2009 DQC Annual Progress Report On State Data Systems, http://www.dataqualitycampaign.org/
files/DQC/ _11-19.pdf, November 2009.
32 U.S. Chamber of Commerce, Leaders and Laggards, A State-by-State Report Card on Educational Innovation, 2009.
“We unified the
instructional
program by
implementing
common
planning and
common
assessments.”
58

Commonalities of Georgia‘s 85/10 High Schools
Fidelity of Programs and Interventions
Many of the programs and interventions identified by the 85/10 schools are implemented in varying ways
and in varying degrees in these and other schools across Georgia. The 85/10 schools had little data on
the fidelity of implementation of the programs and interventions they use.
What is fidelity of implementation? Assuming the programs or intervention are research-based, fidelity of
implementation 33 is the degree to which practitioners:
1. Implement the interventions or programs as prescribed by those who designed and evaluated
them,
2. Avoid implementing factors that are not prescribed by those who designed and evaluated the
intervention or program, and
3. Have and use the professional learning and skills prescribed as necessary by the designers
to implement the intervention or program successfully.
Why is fidelity so important? It is critical to achieving the same results
that were achieved during the design and testing of the research-based
program or intervention. The quality or lack of quality of implementation
will impact program effectiveness and, thus, the data gathered on the
program or intervention. Additionally, educators need to determine the
flexibility they have in implementing the specific program or intervention
locally without negating its effectiveness.
For example, there are certain criteria that, if implemented as the researchers designed, would ensure
ninth grade academies would be successful. Yet, the academies in this study varied in size, course
content, and focus. In order to determine the programs and interventions that actually do lead to an
increase in the graduation rate, educators must consider programs and interventions that have researchbased
implementation factors and those that have fidelity of implementation.
It is recommended that the fidelity of implementation of programs and interventions used by the 85/10
schools be compared to the fidelity of implementation of similar programs and interventions used by a
group of demographically similar high schools to determine if there are significant differences.
In evaluating the programs and interventions identified in this report, researchers should:
1. Consider the research on which programs or interventions are based. Have the programs or
interventions been proven to be valid and reliable?
2. If yes, look to the research for implementation criteria established for the programs or
interventions.
3. Identify and quantify the criteria that would significantly impact the success of the programs or
interventions.
4. Locate such programs and interventions in Georgia and test for fidelity of implementation.
5. For those that have fidelity, collect and analyze data of program and intervention effectiveness.
6. Report the effectiveness of the program or intervention and the criteria necessary for effective
implementation.
Analyses of Roles and Practices of Graduation Coaches
“We value our
diversity and
use it to our
advantage.”
Graduation coaches were noted by all the 85/10 schools as being a major factor in increasing their
graduation rate. It is recommended that the roles and practices of graduation coaches in the 85/10
33 Stumbo, Circe, West Wind Education Policy, Inc. Interview, February 19, 2007. West Wind Education Policy, Producing Results
in the Middle Grades, October 2006. Kurki, Anja, Aladjem, Dan, Carter, Kevin, Implementation: Measuring and Explaining the
Fidelity of CSR Implementation, Paper prepared for American Educational Research Association, April 2005. National Research
Center on Learning Disabilities, Fidelity of Implementation, http://www.nrcld.org/RTI_Practices/fidelity.shtml. North Dakota
Department of Public instruction, Fidelity of Implementation, http://www.dpi.state.nd.us/speced/ personnel/fidelity.shtm. Mills,
Steven, Tillman, Ragan, A Tool for Analyzing Implementation Fidelity of an integrated Learning System, Educational Technology
Research and Development, 2000.
59

Commonalities of Georgia‘s 85/10 High Schools
schools be compared to the roles and practices of graduation coaches in a group of demographically
similar high schools to determine if there are significant differences.
Additionally, practices and rationale used by graduation coaches in the 85/10 schools to identify potential
dropouts and to assign these students to interventions and programs should be analyzed and compared
to demographically similar high schools to determine if there are significant differences.
Analyses Of The Ninth Grade “Bulge”
All 85/10 schools indicated the ninth grade is a crucial year for students, especially for those who are
struggling academically. Some students are beleaguered by the structure and size of high schools which
usually are very different from middle schools. Because of various factors, many students are retained in
the ninth grade. If these students had been retained in a previous grade as well, they would be nearing
the age when dropping out of school is an option. Refer to Exhibit IV for a depiction of the ninth grade
bulge in Georgia for the school years 2006-2007, 2007-2008, and 2008-2009.
Exhibit IV: Fall and Spring Enrollments for Three Academic Years,
2006–2007 through 2008–2009 34
34 Source: Governor’s Office of Student Achievement, www.gaosa.org, http://reportcard2009.gaosa.org/
(S(hygkjdnzdkbnsz45asedrdrl) )/k12/demographics.aspX?ID=ALL:ALL&TestKey=EnR&TestType=demographics.
60

Commonalities of Georgia‘s 85/10 High Schools
It is recommended that analyses of the ninth grade retention rates of the 85/10 schools be compared to
the ninth grade retention rates of a group of demographically similar high schools to determine if the 85/10
schools have reduced the ninth grade bulge and, if so, how.
School Factors which Impact the Graduation Rate
Research indicates the following are school factors and characteristics that positively impact the
graduation rate:
1. Rigorous, relevant, focused curriculum,
2. Positive attitudes, perceptions, and expectations of teachers and students,
3. Supportive teachers,
4. Strong personal relationships among students and between students and faculty, and
5. Small enrollment.
Research indicates school characteristics particularly impact low-achieving, economically disadvantaged
students. 35
It is recommended that the commonalities identified in the 85/10 schools be compared to those of a group
of demographically similar high schools to determine if there are significant differences.
Analyses of the Schools that Have Graduation Rates of At Least 95 Percent
Fifteen schools in Georgia had a graduation rate of at least 95 percent in
2008 and 19 schools in 2009. None of these schools increased the
graduation rate by more than 10 percentage points over six years, 2004-
2009. Thus. they were not included in this study
For the 95 percent schools, for 2008 the lowest graduation rate was 95.2
percent and three graduated 100 percent. For 2009, the lowest score was
95.0 percent with four schools graduating 100 percent of students.
It is recommended that schools with a graduation rate of at least 95 percent
be analyzed and compared to a group of demographically similar schools
and to the 85/10 schools to determine if there are significant differences.
More Structured Exit Interviews with Data Collected
“Our continuous
improvement
model
technically
fosters our
instructional
program.”
It is recommended that Georgia consider the implementation of a more formal, structured process for exit
interviews with students who have decided to drop out of school. Additional specific data which would
assist state and local decision-makers and practitioners should be collected at the state level, analyzed,
and reported.
35 Jerald, Craig D. Identifying Potential Dropouts: Key Lessons for Building an Early Warning Data System. Achieve and Jobs for the
Future. Carnegie Corp., 2006; Georgia Department of Education, Graduation Counts! Readiness to Results in Grades 6-12, June
2006, http://public.doe. k12.ga.us/ tss_school_redesign.aspx. Steinberg, Adria, Johnson, Cassius, Pennington, Hilary, Addressing
America’s Dropout challenge – State Efforts to Boost Graduation Rates Require Federal Support, Center for American Progress and
Jobs for the Future, November 2006.
61

Commonalities of Georgia‘s 85/10 High Schools
Consistency of Coding Dropouts in the Student Information System
Currently, all students who leave a school must be coded in the student information system as to the
reason why they left. Although the 85/10 schools indicated they went to great lengths to ensure the
coding of dropouts in the student information system was correct, questions remain about the accuracy of
the statewide data. It is recommended that Georgia take steps to ensure that the coding of dropouts in
the student information system is accurate and consistent across Georgia high schools.
Professional Learning
It is recommended that Georgia, local school systems, and schools consider incorporating the results of
this study in professional learning opportunities for teachers, administrators, graduation coaches, and
other educators, as appropriate. The impact on adult behaviors and student learning should be
evaluated.
Continued Research
Researchers should continue to add to this body of work. Undoubtedly, additional studies could be
designed that would give decision-makers and practitioners additional information to use in increasing the
graduation rate.
CONCLUSION
In conclusion, in the 85/10 schools, the caring culture encompassed continuous improvement practices
and focused on the mission and goals of the school. High expectations for students and faculty were
evident, and there was a single-minded focus on a rigorous curriculum and mastery of curriculum
standards by each student whether postsecondary-bound or career-bound. The focus was on students
earning the course credits to move to the next level of learning and passing the GHSGT. Students who
had not mastered the standards were provided concentrated, focused, strategic remediation on those
standards, and they had opportunities to earn course credit for subjects previously failed. Students were
assessed to determine mastery of standards. Teachers were knowledgeable of the curriculum and
employed a variety of effective instructional strategies, and administrators were effective instructional
leaders who nurtured a culture of high expectations. Additionally, the
schools had an intense concentration on an effective transition of
students from eighth to ninth grade and on the structure of the ninth
grade itself, ensuring it was conducive to student learning. Teachers,
administrators, graduation coaches, and students were accountable
for student learning. The schools emphasized an increase in the
amount of student-learning time and the flexible use of time,
particularly for remediation. Teachers and administrators worked
“Our churches have
great tutoring
programs.”
together to create and use tools, including professional learning, to ensure rigor and effective instruction
in each classroom. These schools used data and continuous improvement processes in their shared
decision-making structure to tackle and resolve barriers to student learning.
62

Commonalities of Georgia‘s 85/10 High Schools
APPENDICES
Appendix A – Georgia Partnership for Excellence in Education....................... 64
Appendix B - Georgia High School Graduation Rates 2004 – 2008
and Amount of Change ...................................................................................... 66
Appendix C – List of Individuals Contacted to Nominate Experts
in School Improvement and Letter to Individuals ........................................... 78
Appendix D – Panel of Experts Nominated and Organizations that
Nominated Them and Letter to Individuals....................................................... 83
Appendix E – Questions for 85/10 Schools ........................................................ 90
Appendix F - List of 85/10 Schools, Contact Information, and Letter to
Principals .......................................................................................................... 96
Appendix G – Definitions and Calculations Of Graduation Rate
and Dropout Rate and Definitions of High School Completers and
Graduates........................................................................................................ 105
Appendix H - Georgia Student Achievement Pyramid of Interventions.......... 109
Appendix I – Peach State Pathways................................................................... 111
Appendix J – GAPSS Classroom Instruction Observation Form .................... 120
Appendix K – Worksheet of Common Risk Factors ......................................... 123
Appendix L – List of Strategies Used by 85/10 Schools................................... 125
Appendix M - State Education Agency Actions to Create a
State Longitudinal Data System ...................................................................... 139
Appendix N - Georgia Receives $8.9 Million Grant to Improve
Education Data System .................................................................................... 143
63

Commonalities of Georgia‘s 85/10 High Schools
Appendix A
Georgia Partnership for Excellence in Education
64

Commonalities of Georgia‘s 85/10 High Schools
Appendix A
Georgia Partnership for Excellence in Education 24
The mission of the Georgia Partnership for Excellence in Education is to inform and influence Georgia
leaders through research and non-partisan advocacy to impact education policies and practices for the
improvement of student achievement.
Founded in 1990 by the Georgia Chamber of Commerce and the Georgia Economic Developers
Association, the Partnership consists of business, education, community, and government leaders who
share a vision of improved education. Working to be Georgia's foremost change agent in education, the
non-profit, non-partisan, independent organization takes lead roles in efforts to shape policy and reform
education.
It consistently advocates a reform framework based on:
1. High educational standards for all schools,
2. Monitoring progress toward achieving standards, and
3. Accountability for all components of the public education system.
The Partnership recognizes that the way to ensure success at the state level is to research issues and
influence policy, while encouraging communities to design their own school improvement strategies at the
local level. The Partnership is committed to ensuring the future prosperity of our state by giving every
Georgian new options and opportunities to succeed.
For a summary of Partnership’s major accomplishments, refer to: http://www.gpee.org/Major-
Accomplishments.178.0.html
24 Source: Georgia Partnership for Excellence in Education, www.gpee.org.
65

Commonalities of Georgia‘s 85/10 High Schools
Appendix B
Georgia High School Graduation Rates 2004 – 2008 and Amount of
Change
66

System and
School ID
Commonalities of Georgia‘s 85/10 High Schools
Appendix B
Georgia High School Graduation Rates 2004 – 2008 and Amount of
Change 25
High School Graduation Rates (Percent) 2004-2008 and Amount of Change
School System School Name
Data from System Report Cards
2004
Grad
Rate
2005
Grad
Rate
2006
Grad
Rate
2007
Grad
Rate
2008
Grad
Rate
Amount of
Change
2004-2008
601:2050 Appling County Appling County High School 57.6 68.6 67.9 67.3 67.9 10.3
602:103 Atkinson County Atkinson County High School 53.6 68.1 66.3 75.6 63 9.4
603:302 Bacon County Bacon County High School 56.3 58.9 60.7 65.9 75 18.7
605:189 Baldwin County Baldwin High School 54.8 55.2 58.3 56.9 67 12.2
606:199 Banks County Banks County High School 61.7 71.5 73.5 71.1 62.8 1.1
607:101 Barrow County Apalachee High School 55.2 66.8 68.6 68.6 72.7 17.5
607:3052 Barrow County Winder-Barrow High School 58.9 68 69.3 67 72.2 13.3
608:198 Bartow County Woodland High School 64.6 67.1 69.8 62.2 70.1 5.5
608:401 Bartow County Adairsville High School 60.3 61.1 62.9 71.5 71.7 11.4
608:577 Bartow County Cass High School 54.7 59 53.6 63.3 70.5 15.8
609:291 Ben Hill County Fitzgerald High School 53.5 66.5 49 66.4 65.9 12.4
610:101 Berrien County Berrien High School 49.8 57.1 57.5 79.6 82.9 33.1
611:186 Bibb County Central High School 67.3 71.9 65.6 61.7 59.9 -7.4
611:198 Bibb County Westside High 68.1 69.5 62 68.7 60.4 -7.7
611:204 Bibb County Rutland High School 71.7 49.4 62.9 51.1 64.1 -7.6
611:286 Bibb County Northeast High School
William S. Hutchings Career
49.4 55.4 60.3 61.9 56.4 7
611:303 Bibb County
Center 39.6 49.5 55.9 N/A
611:386 Bibb County Southwest High School 51.6 47.6 39.9 43.8 50 -1.6
612:377 Bleckley County Bleckley County High School 68.2 76.8 76.8 72.1 74.1 5.9
613:1050 Brantley County Brantley County High School 55.9 64.8 65.4 65.6 61.4 5.5
614:2050 Brooks County Brooks County High School 52.2 54.5 50.5 56.2 58.2 6
615:182 Bryan County Richmond Hill High School 82.7 89 83.7 86.3 84 1.3
615:502 Bryan County Bryan County High School
New Southeast Bulloch High
66.7 63.2 66.1 72.4 70.1 3.4
616:203 Bulloch County School 76.5 N/A
616:2054 Bulloch County Statesboro High School 58.4 62.3 69.7 71.1 79.9 21.5
616:4052 Bulloch County Portal Middle/High School 75 60 87.5 84.6 79.2 4.2
616:5052 Bulloch County Southeast Bulloch High School 65.2 69.9 72.4 75.8 N/A
617:288 Burke County Burke County High School 41.6 51.1 59.5 50.1 60.9 19.3
618:190 Butts County Jackson High School
Calhoun County Middle/High
60.3 72.8 73.3 74.6 67.6 7.3
619:4050 Calhoun County School 75.5 73.5 50 70.6 71.2 -4.3
620:295 Camden County Camden County High School 70 72.9 75.3 75 74.5 4.5
621:101 Candler County Metter High School 57.2 61.8 56.9 59.6 64.4 7.2
25 Source: Governor’s Office of Student Achievement, www.gaosa.org.
67

System and
School ID
Commonalities of Georgia‘s 85/10 High Schools
School System School Name
2004
Grad
Rate
2005
Grad
Rate
2006
Grad
Rate
2007
Grad
Rate
2008
Grad
Rate
Amount of
Change
2004-2008
622:189 Carroll County Temple High School 77.3 65.9 69.5 70.1 79.8 2.5
622:2052 Carroll County Central High School 67.4 63.3 68.5 72.9 74.3 6.9
622:276 Carroll County Mount Zion High School 64.8 66.1 68.2 61 72.4 7.6
622:3050 Carroll County Bowdon High School 73 64.3 72.9 72.8 76.4 3.4
622:5054 Carroll County Villa Rica High School 61.6 65 65.4 63.9 69.4 7.8
623:1052 Catoosa County
Lakeview-Fort Oglethorpe High
School 62.5 70.9 71.7 69.2 69.6 7.1
623:4052 Catoosa County Ringgold High School 60.5 66.7 70.2 70.5 74.1 13.6
624:287 Charlton County Charlton County High School 57.9 62.6 66.7 67.3 65.1 7.2
625:101 Chatham County Johnson High School 57.4 71.3 61 64 67.5 10.1
625:2052 Chatham County Beach High School 37.1 78.3 55.9 49.4 49.5 12.4
625:3056 Chatham County Groves High School 47.7 61.4 61.4 58 56.9 9.2
625:399 Chatham County Savannah High School 49.2 56.3 64.2 55.1 57.3 8.1
625:499 Chatham County Savannah Arts Academy 97.5 100 99.1 100 99.4 1.9
625:5060 Chatham County Jenkins High School 53.7 66.3 67 65.5 67 13.3
625:5070 Chatham County Windsor Forest High School 62.5 66.1 69 60.2 67 4.5
627:1050 Chattooga County Chattooga High School 43.1 50.8 62.5 68.1 67.8 24.7
628:176 Cherokee County Etowah High School 78.2 83.9 78.1 80.7 84.8 6.6
628:191 Cherokee County Sequoyah High School 85.6 89.1 85.6 90 95 9.4
628:194 Cherokee County Polaris Evening School 44.5 50 N/A
628:197 Cherokee County Woodstock High School 80.5 81.4 87.1 84.6 87 6.5
628:5050 Cherokee County Cherokee High School 63.2 65.5 68.2 71.8 75.4 12.2
629:4556 Clarke County Cedar Shoals High School 49.2 65.7 69.7 58.1 62.2 13
629:5556 Clarke County Clarke Central High School 51.4 56.5 62.3 63.6 69.3 17.9
631:104 Clayton County Mundys Mill High School 74.2 78.6 79.7 N/A
631:1054 Clayton County Forest Park High School 48.7 57.4 59.9 66.1 85.8 37.1
631:1056 Clayton County Jonesboro High School 67.6 68.5 71.5 72.5 79.1 11.5
631:190 Clayton County Lovejoy High School 68 70.9 77.7 76.4 75.9 7.9
631:2052 Clayton County North Clayton High School 61.1 67.9 70.7 71.9 77.3 16.2
631:290 Clayton County Mount Zion High School 57.1 57.5 58.6 60.3 66.9 9.8
631:377 Clayton County Riverdale High School 65 58.4 69.5 63.9 75.6 10.6
631:4058 Clayton County Morrow High School 64.8 69.6 69.6 81.2 73.3 8.5
632:1050 Clinch County Clinch County High School 54.8 55.2 68.9 74.7 75.3 20.5
633:101 Cobb County Kennesaw Mountain High School 81.7 84.2 87.4 86.8 85.7 4
633:103 Cobb County Kell High School 85.2 87.4 90.3 N/A
633:1054 Cobb County Campbell High School 64.3 68.8 63.2 68.9 70.7 6.4
633:1064 Cobb County McEachern High School 81.8 82.5 82.3 80 78.8 -3
633:1069 Cobb County Wheeler High School 76.5 78.4 83.9 80.3 81.2 4.7
633:175 Cobb County Walton High School 93.1 93.5 95.4 96.3 97.1 4
68

System and
School ID
Commonalities of Georgia‘s 85/10 High Schools
School System School Name
2004
Grad
Rate
2005
Grad
Rate
2006
Grad
Rate
2007
Grad
Rate
2008
Grad
Rate
Amount of
Change
2004-2008
633:186 Cobb County Oakwood High School 67.2 N/A
633:188 Cobb County Pope High School 93 94.8 94.4 94.7 96.3 3.3
633:192 Cobb County Harrison High School 93 94.7 93.5 93.1 94.7 1.7
633:2056 Cobb County North Cobb High School 75.9 76.6 74.9 79.1 80.9 5
633:2066 Cobb County Osborne High School 61.1 69.4 58.1 56 63.3 2.2
633:3056 Cobb County South Cobb High School 69.4 72.8 76.5 68.6 78.6 9.2
633:373 Cobb County Sprayberry High School 77.3 82.9 83 79 82.1 4.8
633:381 Cobb County Lassiter High School 88.1 92.4 94.2 94.6 94.7 6.6
633:4066 Cobb County Pebblebrook High School 52.5 63.9 70.4 74.7 75.3 22.8
634:195 Coffee County Coffee County High School 55.3 61.1 60.9 60.4 61.6 6.3
635:1554 Colquitt County Colquitt County High School 53.3 59.7 63.1 59.6 70.7 17.4
636:183 Columbia County Harlem High School 58.1 63.3 61.2 68.8 68.3 10.2
636:189 Columbia County Lakeside High School 80.3 81.9 85.5 89 89.7 9.4
636:197 Columbia County Greenbrier High School 77.7 82.5 90.1 86.9 88.8 11.1
636:4050 Columbia County Evans High School 72.3 77.6 81.8 77.5 80.6 8.3
637:2050 Cook County Cook County High School 60.6 67.9 70.7 64.8 67.6 7
638:196 Coweta County Northgate High School 83.2 85.7 82.4 83.6 89.2 6
638:389 Coweta County East Coweta High School 62.7 75.3 76.2 73.6 81.8 19.1
638:5054 Coweta County Newnan High School 66.7 66.3 64.1 73 76.9 10.2
639:193 Crawford County Crawford County High School 62.3 63.4 56.1 62.3 55.8 -6.5
640:196 Crisp County Crisp County High School 53.1 58.9 60.5 64.5 68.4 15.3
641:195 Dade County Dade County High School 61.6 75 76.1 73.7 83.1 21.5
642:198 Dawson County Dawson County High School 67.6 68.8 71.6 78.3 79.2 11.6
643:3050 Decatur County Bainbridge High School 58.1 64 69.7 70.4 76.3 18.2
644:103 DeKalb County
Martin Luther King, Jr. High
School 80.6 77 79.4 78.2 N/A
644:105 DeKalb County Miller Grove High School 75.7 N/A
644:1051 DeKalb County Avondale High School 70 55.3 54.1 74.7 83.9 13.9
644:1070 DeKalb County Tucker High School 81.7 71.3 74 78 82.9 1.2
644:172 DeKalb County Cedar Grove High School 75.4 67.6 72 73.2 74.5 -0.9
644:176 DeKalb County Redan High School 73.9 70.9 70.8 79.2 85.6 11.7
644:177 DeKalb County Margaret Harris High School 0 0 0 0 N/A
644:202 DeKalb County Lithonia High School 72.5 58.1 61.7 66.2 72.6 0.1
644:2054 DeKalb County Columbia High School 71.8 63.1 55.7 73.2 81.7 9.9
644:2055 DeKalb County Druid Hills High School 71 72.7 73 77.9 80.6 9.6
644:276 DeKalb County Stone Mountain High School 60.5 58 62.4 69.5 76.5 16
644:3060 DeKalb County Lakeside High School 80.9 85.1 84.7 82.4 90.4 9.5
644:3070 DeKalb County McNair High School 45.6 41 45.7 59.5 62.7 17.1
644:400 DeKalb County DeKalb School of the Arts 95.9 97.8 95.9 98 100 4.1
69

System and
School ID
Commonalities of Georgia‘s 85/10 High Schools
School System School Name
644:4053 DeKalb County Clarkston High School 51.2 42 51.1 53.3 55.2 4
2004
Grad
Rate
2005
Grad
Rate
2006
Grad
Rate
2007
Grad
Rate
2008
Grad
Rate
Amount of
Change
2004-2008
644:4054 DeKalb County Cross Keys High School 54.6 45.3 46.9 60.2 70.3 15.7
644:4069 DeKalb County Towers High School 60.5 61 59.8 61.9 65.5 5
644:497 DeKalb County Stephenson High School 85 80.1 79.3 84.2 87.7 2.7
644:5052 DeKalb County Chamblee High School 90.2 83.8 85.7 86.2 90.4 0.2
644:5055 DeKalb County Dunwoody High School 84.8 83.5 89 88.4 86.2 1.4
644:5066 DeKalb County
DeKalb/Rockdale
PsychoEducation Center 0 0 0 0 N/A
644:5067 DeKalb County Southwest DeKalb High School 68.2 66.2 74.5 80.5 83.3 15.1
644:775 DeKalb County Open Campus High School 78.7 48 46.4 56.6 43.3 -35.4
645:3050 Dodge County Dodge County High School 60.1 71.4 74.8 79.9 79.5 19.4
646:182 Dooly County Dooly County High School 60.6 44.3 51.5 59 61.3 0.7
647:1050 Dougherty County Albany High School 53.8 50.4 54.3 60.6 53.3 -0.5
647:1058 Dougherty County Monroe High School 61.6 53.5 50.4 62 68.7 7.1
647:2052 Dougherty County
Dougherty Comprehensive High
School 44.8 49.5 47.7 51 49.5 4.7
647:4062 Dougherty County Westover High School 71.3 73.8 73.7 70.7 79.4 8.1
648:100 Douglas County Chapel Hill High School 83.2 79.6 82.4 77.4 81.4 -1.8
648:175 Douglas County
Lithia Springs Comprehensive
High School 57.5 62.3 66.8 64.7 67.6 10.1
648:187 Douglas County Alexander High School 67.6 71.4 75.1 76.4 79 11.4
648:4050 Douglas County Douglas County High School 59.9 59.5 61.4 62.1 67.6 7.7
648:507 Douglas County Inner Harbour School 0 0 N/A
649:2050 Early County Early County High School 67.8 68 65.7 68.5 73.5 5.7
650:1050 Echols County
Echols County High/Elementary
School 60.4 58.3 67.5 79.2 70.8 10.4
651:197 Effingham County South Effingham High School 70.1 74.8 74.4 76.5 78.9 8.8
651:390 Effingham County Effingham County High School 66.2 65.3 65 72.3 74.2 8
652:176 Elbert County Elbert County High School 54.6 56.1 61.8 61.8 61.8 7.2
653:189 Emanuel County Swainsboro High School 45 46.9 57.1 64.1 60.6 15.6
653:2050 Emanuel County Emanuel County Institute 50 76.7 57.3 77.5 70.6 20.6
654:2050 Evans County Claxton High School 57.5 58.7 66.2 64.5 71.6 14.1
655:176 Fannin County Fannin County High School 65 67.4 74.4 78.7 82.6 17.6
656:105 Fayette County Whitewater High School 96.9 N/A
656:182 Fayette County McIntosh High School 89.9 91 94.9 95.7 92.6 2.7
656:192 Fayette County Sandy Creek High School 86.5 89.2 90 93.8 89.2 2.7
656:198 Fayette County Starrs Mill High School 89.3 91.9 94.7 94 96.2 6.9
656:398 Fayette County Fayette County High School 89.4 92.5 90.4 86.6 88.4 -1
657:107 Floyd County New Pepperell High School 78.3 N/A
657:201 Floyd County Model 9-12 High School 73.7 74.2 82.8 73.6 81.3 7.6
657:401 Floyd County Armuchee High School 79.9 82.8 79.1 71.9 79.4 -0.5
70

System and
School ID
Commonalities of Georgia‘s 85/10 High Schools
School System School Name
2004
Grad
Rate
2005
Grad
Rate
2006
Grad
Rate
2007
Grad
Rate
2008
Grad
Rate
Amount of
Change
2004-2008
657:5050 Floyd County Coosa High School 71 67.2 64.4 81.1 73.7 2.7
657:5054 Floyd County Pepperell High School 67.9 73.4 69.2 67.5 78.3 10.4
658:190 Forsyth County South Forsyth High School 88.2 84.6 84.9 89.9 90.4 2.2
658:195 Forsyth County North Forsyth High School 74.6 78.7 79.5 80.5 84 9.4
658:5050 Forsyth County Forsyth Central High School 69.4 77.2 78 77.8 81.4 12
659:3050 Franklin County Franklin County High School 61.5 65.7 60.3 58.9 68.3 6.8
660:106 Fulton County Milton High School 95.4 94 97.1 N/A
660:176 Fulton County Banneker High School 56.8 58.3 59.7 73.7 73.1 16.3
660:191 Fulton County Roswell High School 90.1 91.3 90.2 91.6 91.8 1.7
660:198 Fulton County Centennial High School 89.4 90.8 90.1 89.6 86.8 -2.6
660:203 Fulton County Northview High School 97.6 N/A
660:2060 Fulton County Milton High School 90 92.6 97.5 97.6 92.8 2.8
660:291 Fulton County Creekside High School 62.9 71.2 73.7 75.9 78.8 15.9
660:3066 Fulton County Riverwood High School 76 84.1 84 87.8 91.8 15.8
660:383 Fulton County McClarin Alternative School 14.2 13.3 13.5 23.7 34 19.8
660:386 Fulton County Independence Alternative School 37 40.2 33.4 43.7 N/A
660:392 Fulton County Chattahoochee High School 91.8 93.4 97.7 93.6 96.6 4.8
660:4062 Fulton County North Springs High School 90.8 89.9 89.9 87.8 87.8 -3
660:5069 Fulton County Westlake High School 73.2 81.8 82.7 82.9 87.3 14.1
660:691 Fulton County Tri-Cities High School 60.4 73.5 77.2 80.5 79.3 18.9
661:196 Gilmer County Gilmer High School 63 73.4 73.9 76.2 85.1 22.1
662:196 Glascock County
Glascock County Consolidated
School 70 74.3 77.8 65.9 83.8 13.8
663:3552 Glynn County Brunswick High School 48.6 49 53.1 61 62.6 14
663:4752 Glynn County Glynn Academy 56.8 64.8 70 70 70.9 14.1
664:286 Gordon County Gordon Central High School 50.5 58.6 62 69.1 70.1 19.6
665:1050 Grady County Cairo High School 52.7 63.8 65.1 75.8 71.4 18.7
666:401 Greene County Greene County High School 63.4 64.4 68.2 67.6 76.2 12.8
667:101 Gwinnett County Grayson High School 82.5 85.8 87.5 84.4 86 3.5
667:103 Gwinnett County Norcross High School 66.3 73.2 72.7 71.9 82.4 16.1
667:105 Gwinnett County Mill Creek High School 87.6 N/A
667:1050 Gwinnett County Berkmar High School 61.7 67.7 66.5 70.7 73 11.3
667:176 Gwinnett County Parkview High School 91.7 90.1 88.1 89.7 89.8 -1.9
667:182 Gwinnett County Brookwood High School 95.3 95.2 93.9 96.2 95.7 0.4
667:185 Gwinnett County Shiloh High School 84.9 81.8 83.2 79.6 79.9 -5
667:187 Gwinnett County Meadowcreek High School 51.2 55.2 57.5 58.4 57.7 6.5
667:189 Gwinnett County Phoenix High School 28.9 34.9 34.3 35 41.2 12.3
667:195 Gwinnett County Collins Hill High School 81.5 85.3 86.8 85 85.8 4.3
667:2558 Gwinnett County South Gwinnett High School 81 78.9 78.6 80.1 78.1 -2.9
71

System and
School ID
Commonalities of Georgia‘s 85/10 High Schools
School System School Name
2004
Grad
Rate
2005
Grad
Rate
2006
Grad
Rate
2007
Grad
Rate
2008
Grad
Rate
Amount of
Change
2004-2008
667:3750 Gwinnett County Central Gwinnett High School 67.2 75.7 70.2 74.3 71.1 3.9
667:388 Gwinnett County
Gwinnett InterVention Education
(GIVE) Center 0 2 0 0 0 N/A
667:4052 Gwinnett County Dacula High School 82.1 86.2 81.5 88.7 85.7 3.6
667:4556 Gwinnett County North Gwinnett High School 77.1 79.1 79.2 86.3 86.4 9.3
667:491 Gwinnett County Oakland Center 11.1 0 0 N/A
667:5550 Gwinnett County Duluth High School 79.5 82.2 77.1 87.1 80.9 1.4
667:805 Gwinnett County Peachtree Ridge High School 87 86.6 N/A
668:2052 Habersham County Habersham Central High School 76.8 71.4 74 70.9 72.9 -3.9
669:102 Hall County Chestatee High School 69.4 64.1 76.9 N/A
669:1552 Hall County East Hall High School 55.2 49.4 57.7 59.1 74.2 19
669:1556 Hall County North Hall High School 77.1 84.5 77.5 80.2 83.1 6
669:189 Hall County West Hall High School 68.9 78.1 75.5 73.2 79.6 10.7
669:202 Hall County Flowery Branch High School 74.9 79.7 80.5 N/A
669:4752 Hall County Johnson High School 56.7 66.3 67.9 64.8 75.2 18.5
670:288 Hancock County Hancock Central High School 75.4 82.8 84.5 81.1 78 2.6
671:3050 Haralson County Haralson County High School 48.9 52.2 55.1 62 66.3 17.4
672:299 Harris County Harris County High School 70.7 76.9 76.3 81 81.8 11.1
673:3050 Hart County Hart County High School 63.6 56.5 64.2 69.4 80.3 16.7
674:4050 Heard County Heard County High School 62 68.5 70.3 74.5 81.2 19.2
675:101 Henry County Union Grove High 82 85.5 81.3 84.9 81.9 -0.1
675:104 Henry County Luella High School 76.8 77.5 N/A
675:105 Henry County Dutchtown High 88.5 N/A
675:195 Henry County Patrick Henry High School 36.2 32.6 46.6 27.5 31.5 -4.7
675:295 Henry County Stockbridge High School 76 82.8 79.8 83.5 81.5 5.5
675:3050 Henry County Henry County High School 62.6 66.2 69.5 67.3 70.6 8
675:391 Henry County Eagle's Landing High School 78.7 77.7 81.2 71.7 70.4 -8.3
676:1054 Houston County Perry High School 72.8 81.2 83.8 84.5 86.6 13.8
676:192 Houston County Houston County High School 77.2 88.6 85.4 84.6 89.8 12.6
676:2052 Houston County Northside High School 67.9 72.3 72.7 77.5 81.1 13.2
676:300 Houston County
Houston County Career and
Technology Center 60.3 60.6 63.9 72.7 74.5 14.2
676:4056 Houston County Warner Robins High School 81.7 84.1 86.8 81.5 88.3 6.6
677:2050 Irwin County Irwin County High School 58.8 60 67.9 66.9 74 15.2
678:191 Jackson County Jackson County High School 68.1 68.5 70 69.3 69 0.9
679:101 Jasper County Jasper County High School 62.2 60.7 67.4 59.7 69.5 7.3
680:199 Jeff Davis County Jeff Davis High School 65.5 72.6 64.6 76.2 68.3 2.8
681:196 Jefferson County Jefferson County High School 63.2 66 75.5 76.7 79.1 15.9
682:201 Jenkins County Jenkins County High School 62.1 54.5 63.6 65 72.3 10.2
683:201 Johnson County Johnson County High School 56.6 64.8 64.6 63.9 60.9 4.3
72

System and
School ID
Commonalities of Georgia‘s 85/10 High Schools
School System School Name
2004
Grad
Rate
2005
Grad
Rate
2006
Grad
Rate
2007
Grad
Rate
2008
Grad
Rate
Amount of
Change
2004-2008
684:192 Jones County Jones County High School 61.5 64.6 65.1 68.9 75.3 13.8
685:175 Lamar County
Lamar County Comprehensive
High School 55.5 67.3 78.7 71.7 69.1 13.6
686:201 Lanier County Lanier County High School 51.8 68.2 68.8 70.2 67.8 16
687:197 Laurens County East Laurens High School 64.7 64.9 68.4 65.5 66.8 2.1
687:3054 Laurens County West Laurens High School 55.7 65.4 74 71.3 76.7 21
688:193 Lee County Lee County High School 80.2 77.7 76.2 78.6 80 -0.2
689:192 Liberty County Liberty County High School 69.6 60.4 79.1 67 73.5 3.9
689:3050 Liberty County Bradwell Institute 67.1 73.5 75.4 73.3 73 5.9
690:201 Lincoln County Lincoln County High School 64.4 83 72.5 81.3 75 10.6
691:196 Long County Long County School 48.7 65.1 59.1 67.1 73.5 24.8
692:5050 Lowndes County Lowndes High School 68 68.6 74.5 78.4 78.9 10.9
693:101 Lumpkin County
New Lumpkin County High
School 73 79.5 88.5 83.2 88 15
694:2060 Macon County Macon County High School 52.1 54.5 63.1 59.6 65.1 13
695:5050 Madison County Madison County High School 57.5 64.9 69.4 65.5 62.6 5.1
696:275 Marion County Tri-County High School 62.6 62.1 67.7 68 74.6 12
697:192 McDuffie County Thomson High School 56.4 66.9 63.3 72.7 70.8 14.4
698:201 McIntosh County
McIntosh County Academy High
School 50 47.4 72 61.2 70.6 20.6
699:300 Meriwether County Greenville High School 37.2 55 58.8 59 69.5 32.3
699:4050 Meriwether County Manchester High School 49 52.5 54.8 64.6 60 11
700:201 Miller County Miller County High School 72.8 69.7 77.2 80.2 77.8 5
701:105 Mitchell County
Baconton Community Charter
School 94.1 N/A
701:282 Mitchell County Mitchell-Baker High School 45.7 54.4 58.5 53.9 63.1 17.4
702:184 Monroe County Mary Persons High School 59.6 64 67.3 70.7 76.9 17.3
703:201 Montgomery County Montgomery Co. High 62.4 60.8 63.5 69.4 67.8 5.4
704:1050 Morgan County Morgan County High School 71.4 75.6 85.2 80.2 82.7 11.3
705:190 Murray County Murray County High School 53 51.9 63.2 57.4 62.1 9.1
706:1064 Muscogee County Kendrick High School 50.5 57.6 61.4 61 65.8 15.3
706:203 Muscogee County Northside High School 85.3 90.6 92.3 N/A
706:2062 Muscogee County Hardaway High School 71.5 74.8 79.5 75.6 86 14.5
706:278 Muscogee County Shaw High School 74.6 74.1 73.1 77 79.8 5.2
706:3054 Muscogee County Columbus High School 90.8 95.2 95.1 95.2 97.6 6.8
706:378 Muscogee County Spencer High School 56.2 55.9 63.3 53.7 56.1 -0.1
706:5052 Muscogee County Carver High School 45.2 47.3 47.4 54.8 67.4 22.2
706:5062 Muscogee County Jordan Vocational High School 45.6 47.9 43.6 46.3 55.5 9.9
707:173 Newton County Newton High School 57 76.6 64.1 69 78.7 21.7
707:206 Newton County Alcovy High School 89.3 90.1 N/A
707:295 Newton County Eastside High School 61.2 72.5 69.3 73.8 73.3 12.1
73

System and
School ID
Commonalities of Georgia‘s 85/10 High Schools
School System School Name
2004
Grad
Rate
2005
Grad
Rate
2006
Grad
Rate
2007
Grad
Rate
2008
Grad
Rate
Amount of
Change
2004-2008
708:105 Oconee County North Oconee High School 89.4 N/A
708:293 Oconee County Oconee County High School 85.6 85.1 87.9 89.3 92 6.4
709:2050 Oglethorpe County Oglethorpe County High School 60.4 65.7 71.8 71.5 69.7 9.3
710:101 Paulding County Hiram High School 69.4 74.3 73.8 77 75.4 6
710:2552 Paulding County Paulding County High School 62.5 66.2 69 67.8 66.4 3.9
710:292 Paulding County East Paulding High School 78.6 81.8 77.7 79.1 78.2 -0.4
711:2052 Peach County Peach County High School 69.4 67.3 64.9 69.2 74.9 5.5
712:198 Pickens County Pickens County High School 68.7 73.8 71.6 76.6 78.4 9.7
713:182 Pierce County Pierce County High School 55.6 66.7 64.8 67.4 71.8 16.2
714:194 Pike County Pike County High School 63.3 75.4 76.4 73.6 76.6 13.3
715:102 Polk County Rockmart High School 47.5 54.1 64.6 67.2 73 25.5
715:5050 Polk County Cedartown High School 62.1 64.3 63.6 64.5 67.6 5.5
716:2050 Pulaski County Hawkinsville High School 55.9 69.6 73.7 72.2 77.6 21.7
717:276 Putnam County Putnam County High School 48.7 52.2 63.2 63.8 69.5 20.8
719:177 Rabun County Rabun County High School 63.7 72.1 71.5 75.6 80.7 17
720:201 Randolph County Randolph Clay High School 53.2 66.4 70.6 65.8 73.1 19.9
721:100 Richmond County Cross Creek High School 74.2 85.7 76.7 60.8 69.2 -5
721:1052 Richmond County Butler High School 70.9 62 54.9 62.4 60.4 -10.5
721:2056 Richmond County Hephzibah High School 51.4 75.9 61.7 65.2 66.3 14.9
721:2574 Richmond County Westside High School 65.8 72.8 67.6 71.2 70.8 5
721:3054 Richmond County Glenn Hills High School 62.5 65.1 74.7 77.5 59.9 -2.6
721:3556 Richmond County Johnson Magnet 99 98 100 98.8 100 1
721:3756 Richmond County Josey High School 47.1 71.5 67.3 57.8 46.2 -0.9
721:4060 Richmond County
Academy of Richmond County
High School 59.5 63.3 60.7 65.1 65.4 5.9
721:4562 Richmond County Davidson Magnet School 98.9 100 98.9 100 100 1.1
721:5566 Richmond County Laney High School 32.7 46.5 37.3 45.7 30.9 -1.8
722:176 Rockdale County Heritage High School 88.1 87.4 79 82.6 77.2 -10.9
722:192 Rockdale County Salem High School 76.1 79.6 79.2 77.4 81 4.9
722:3052 Rockdale County Rockdale County High School 69.4 72.9 74 71.9 74.7 5.3
723:101 Schley County Schley Middle High School 64.7 75 82.4 86.4 82.2 17.5
724:4052 Screven County Screven County High School 58.3 56.9 71 72.2 77.2 18.9
725:196 Seminole County
Seminole County Middle/High
School 70.2 74.8 70.9 75.4 78.5 8.3
726:101 Spalding County Spalding High School 56.5 62.7 64.9 67 70.4 13.9
726:187 Spalding County Griffin High School 41.5 52.4 47.5 46.6 58.7 17.2
727:5050 Stephens County Stephens County High School 59 64.6 63.1 66.8 72.3 13.3
728:201 Stewart County Stewart-Quitman High School 44.7 34 39.2 42.9 57.9 13.2
729:105 Sumter County
Americus Sumter County High
South 60.3 61.5 N/A
729:183 Sumter County Sumter County High School 48 66.1 67.6 N/A
74

System and
School ID
Commonalities of Georgia‘s 85/10 High Schools
School System School Name
2004
Grad
Rate
2005
Grad
Rate
2006
Grad
Rate
2007
Grad
Rate
2008
Grad
Rate
Amount of
Change
2004-2008
729:195 Sumter County Americus High School 49.8 38.1 60 N/A
730:190 Talbot County Central Elementary/High School 62.8 60.9 75 37.5 60 -2.8
731:102 Taliaferro County Taliaferro County School 72.2 68 N/A
732:194 Tattnall County Tattnall County High School 52.5 65.3 70 70.4 73.6 21.1
733:107 Taylor County Georgia Center 0 0 N/A
733:201 Taylor County Taylor County High School 51.1 65.3 72.4 67 72 20.9
734:201 Telfair County Telfair County High School 56.3 63.8 65.5 73.8 74.2 17.9
735:4050 Terrell County
736:191 Thomas County
Terrell County Middle/High
School 51.1 58 67 55.1 57.2 6.1
Thomas County Central High
School 76.5 75.6 78.3 76.2 78.3 1.8
737:199 Tift County Tift County High School 55.2 60.4 59.8 65 72 16.8
738:192 Toombs County Toombs County High School 56.8 68.1 68.8 72 66 9.2
739:204 Towns County Towns County High School 96.5 81.4 85.7 86.4 79.7 -16.8
740:3050 Treutlen County Treutlen Middle/High School 59.5 68.6 63.7 69 65.4 5.9
741:1052 Troup County LaGrange High School 63.8 63.8 71.8 72.7 70.6 6.8
741:201 Troup County Callaway High School 62.1 63.5 82.6 56.8 67.9 5.8
741:387 Troup County Troup County High School 59.2 61.8 69.1 74.1 67.9 8.7
742:3050 Turner County Turner County High School 57 70.7 73.9 69.8 75 18
743:201 Twiggs County Twiggs County High School 63.4 55.6 56.2 64.7 55.4 -8
744:101 Union County Union County High School 69.2 86.5 86.5 86.4 86.7 17.5
744:3050 Union County
745:195
Woody Gap High/Elementary
School 100 83.3 88.9 100 N/A
Thomaston-Upson
County Upson-Lee High School 53.5 58.5 65 65.8 73.2 19.7
746:190 Walker County Ridgeland High School 48.3 51.1 54.7 54 57.5 9.2
746:198 Walker County LaFayette High School 58.4 60.1 63.4 57.3 59.8 1.4
747:199 Walton County Loganville High School 72.5 76 80 81.2 86.9 14.4
747:4050 Walton County Monroe High School 53.4 54.8 64.5 65.7 66.8 13.4
748:194 Ware County Ware Magnet School 94.4 100 98 100 100 5.6
748:195 Ware County Ware County High School 45.1 57.4 58.2 58.9 59.3 14.2
749:2050 Warren County Warren County High School 83.3 66.7 76.8 56 70.1 -13.2
750:1052 Washington County Washington County High School 61.8 68.4 70 70.3 73.8 12
751:101 Wayne County Wayne County High School 55.9 61.5 65.9 63.9 72.4 16.5
753:3052 Wheeler County Wheeler County High School 56.5 70.4 65.1 62.3 70.5 14
754:197 White County White County High School 77.2 75.6 79.9 80.4 85.9 8.7
755:175 Whitfield County
755:275 Whitfield County
Northwest Whitfield County High
School 65.7 68.8 70.1 74 74.3 8.6
Southeast Whitfield County High
School 50.4 56.6 63.6 71.7 72.2 21.8
756:201 Wilcox County Wilcox County High School 56.8 62.3 81 63.6 80.7 23.9
757:173 Wilkes County Washington-Wilkes High School 64.1 73.1 79.8 87.4 92.8 28.7
75

System and
School ID
Commonalities of Georgia‘s 85/10 High Schools
School System School Name
2004
Grad
Rate
2005
Grad
Rate
2006
Grad
Rate
2007
Grad
Rate
2008
Grad
Rate
Amount of
Change
2004-2008
758:3050 Wilkinson County Wilkinson County High School 65.2 64.5 77.6 83.5 79.6 14.4
759:176 Worth County Worth County High School 61.3 63.6 62.3 58.5 62.3 1
761:182 Atlanta Public Schools Mays High School 77.5 89.5 89.3 91.2 91.7 14.2
761:186 Atlanta Public Schools Southside High School 60.7 76.8 80.8 86.6 76.6 15.9
761:192 Atlanta Public Schools North Atlanta High School 69.1 83.1 82.3 85.8 77.6 8.5
761:195 Atlanta Public Schools South Atlanta High School 51.7 82.7 85.8 74.7 91.5 39.8
761:2664 Atlanta Public Schools Crim High School 46.7 52.9 33.1 26.9 18.8 -27.9
761:289 Atlanta Public Schools Crim Evening Program 28.6 10.1 75.2 N/A
761:3055 Atlanta Public Schools Carver High School 28.2 36.1 61.4 66 77.4 49.2
761:4058 Atlanta Public Schools Douglass High School 67 78.6 80.3 87.8 83 16
761:4560 Atlanta Public Schools Grady High School 75 89.2 91.1 87.1 93.9 18.9
761:4567 Atlanta Public Schools Therrell High School 32.1 51.8 65.1 69.8 N/A
761:4568 Atlanta Public Schools Washington High School 71.5 83.4 86.1 86.8 82.4 10.9
761:808 Atlanta Public Schools
Therrell School of Business and
Entrepreneurship 76.2 N/A
761:4768 Atlanta Public Schools Washington Evening High School 17.2 27.6 9.8 N/A
763:201 Bremen City Bremen High School 87.7 84.1 89.4 93.3 89.4 1.7
764:191 Buford City Buford High School 66.3 88.8 88 89.2 90.9 24.6
765:3050 Calhoun City Calhoun High School 82.8 88.1 88.9 82.5 81.3 -1.5
766:1050 Carrollton City Carrollton High School 74.2 71.2 75 81.5 82.5 8.3
767:2050 Cartersville City Cartersville High School 80.5 80.3 78.1 80.5 78.1 -2.4
769:201 Chickamauga City Gordon Lee High School 83.9 85.8 90 88.1 91.6 7.7
771:2050 Commerce City Commerce High School 69 94.7 84.9 83.9 85.1 16.1
772:4050 Dalton City Dalton High School 70.9 80.7 72.6 73.6 77.4 6.5
773:3050 Decatur City Decatur High School 67.1 78.4 88.8 89.3 81.6 14.5
774:3050 Dublin City Dublin High School 51.8 55.8 56.9 59.8 66.8 15
776:3050 Gainesville City Gainesville High School 55.4 71.8 64.6 80.7 77.1 21.7
779:174 Jefferson City Jefferson High School 79 79.4 89.2 84.2 86.7 7.7
781:101 Marietta City Marietta High School 64.6 72 72.7 78.8 77.8 13.2
784:101 Pelham City Pelham High School 55.7 65.7 65.6 64.2 61.2 5.5
785:193 Rome City Rome High School 62.2 66.1 67.5 59.4 66.2 4
786:300 Social Circle City Social Circle High School 75.2 75.7 75.5 87.2 83.3 8.1
789:4052 Thomasville City Thomasville High School 60.2 65.6 66.1 62 60.7 0.5
791:301 Trion City Trion High School 90.4 91.8 89 96.7 93.4 3
792:273 Valdosta City Valdosta High School 61.3 65 56.3 57.3 61.1 -0.2
793:273 Vidalia City
Vidalia Comprehensive High
School 65.2 75.4 80.6 71.9 75.4 10.2
795:103 CCAT CCAT School 90.9 96 91.7 94.4 N/A
799:1893 State Schools Atlanta Area School for the Deaf 5.9 0 33.3 23.1 N/A
799:1894 State Schools Georgia Academy for the Blind 16.7 33.3 30.8 0 N/A
76

System and
School ID
Commonalities of Georgia‘s 85/10 High Schools
School System School Name
2004
Grad
Rate
2005
Grad
Rate
2006
Grad
Rate
2007
Grad
Rate
2008
Grad
Rate
Amount of
Change
2004-2008
799:1895 State Schools Georgia School for the Deaf 0 0 22.2 0 N/A
77

Commonalities of Georgia‘s 85/10 High Schools
Appendix C
List of Individuals Contacted to Nominate Experts in School
Improvement
Letter to Individuals
78

Commonalities of Georgia‘s 85/10 High Schools
Appendix C
List of Individuals Contacted to Nominate Experts in School
Improvement
Dr. Diane Bradford
Georgia Department of Education
Capitol Square
Atlanta, GA 30334
dbradford@doe.k12.ga.us
Erin Hames
Governor’s Office
State Capitol
Atlanta, Ga 30334
ehames@gov.state.ga.us
Kathleen Boyle Mathers
Office of Student Achievement
Capitol Square
Atlanta, GA 30334
kmathers@gov.state.ga.us
Amy Mast
Alliance of Education Agency Heads
2066 Twin Towers East
205 JesAtlanta, GA 30334
amy.mast@gaeducationalliance.org
Dr. Steve Dolinger
Georgia Partnership for Excellence in Education
235 Peachtree Street
Atlanta, GA 30303
sdolinger@gpee.org
Debra Lyons
Governor’s Office of Work Force Development
270 Washington Street, SW, Suite 5191
Atlanta, GA 30334
DLyons@gov.state.ga.us
Dr. Dave Spence
Southern Regional Education Board
592 10th Street NW,
Atlanta, GA 30318-5776
Dave.Spence@sreb.org
Ludwig van Broekhuizen,
SouthEastern Regional Vision for Education
P.O. Box 5367
Greensboro, NC 27435
lvbroekh@serve.org
Dr. Lynne Weisenbach
Board of Regents of the University System of Georgia
270 Washington Street, SW
Atlanta, Georgia 30334
Lynne.weisenbach@usg.edu
Gaye Smith
Family Connection Partnership, Inc.
235 Peachtree Street, Suite 1600
Atlanta, Georgia 30303
gaye@gafcp.org
Neil Shorthouse
Communities in Schools
600 West Peachtree Street, Suite 1200
Atlanta, GA 30308
nshorthouse@cisgeorgia.org
Dr. Freida Hill
Technical College System of Georgia
1800 Century Place, Suite 400
Atlanta, Georgia 30345
fhill@tcsg.edu
Lynda Martin
Georgia Department of Education
Capitol Square
Atlanta, GA 30334
lmartin@doe.k12.ga.us
Julie Moore
Georgia Department of Education
Capitol Square
Atlanta, GA 30334
Jessica Broome
Georgia Department of Education
Capitol Square
Atlanta, GA 30334
jbroome@doe.k12.ga.us
Deb Page
Georgia Leadership Institute for School Improvement
760 Spring Street, Room 217
Atlanta, GA 30334
Deb.page@gaaleaders.org
John Thomas Grant
100 Black Men
100 Auburn Avenue, Suite 301
Atlanta, GA 30303
jgrant@100blackmen-atlanta.org
Honorable Brooks Coleman
Georgia House of Representatives
Room 416 State Capitol
Atlanta, Georgia 30334
bcoleman@legis.state.ga.us
79

Commonalities of Georgia‘s 85/10 High Schools
Honorable Dan Weber
Georgia Senate
301-B Coverdale Legislative Office Building
Atlanta, GA 30334
Dan.weber@senate.ga.gov
Millie Irizarry
Latin American Association
2750 Buford Highway
Atlanta, GA 30324
mirizarry@the laa.org
Stuart Bennett
Georgia Association of Educational Leaders
P.O. Box 189
Flowery Branch, GA 30542
sbennett@gael.org
Dr. Herb Garrett
Georgia School Superintendents Association
Georgia State University
College of Education
1031 Pryor Street
Atlanta, GA 30302
gsshwg@langate.gsu.edu
80

Commonalities of Georgia‘s 85/10 High Schools
Letter to Individuals Contacted to Nominate Experts in School
Improvement
April 13, 2009
Debra Lyons
Governor’s Office of Work Force Development
270 Washington Street, SW
Suite 5191
Atlanta, GA 30334
Dear Debra:
As you may remember, the Governor’s Office, the State School Superintendent, the Metro Atlanta
Chamber of Commerce, and the Georgia Partnership for Excellence in Education partnered to research
strategies to increase the graduation rate of Georgia schools. One recommendation from that research
was to identify, analyze, and compare schools that graduate at least 85 percent of their students.
To this, we have added the criterion of schools that have improved at least 10 percentage points over the
past five years. The list of identified schools is attached.
We need assistance in creating the questions we should ask of these schools will help us analyze and
compare them. As a leader in the area of school improvement, we ask that you assist us in identifying a
panel of experts in the area of secondary school improvement. Please prepare the attached
Recommendation Form and return it to Dr. Donna O’Neal as indicated by Wednesday, April 22, 2009.
In advance, thank you for participating in this research. Certainly, if you so request, we will provide you
with the results. We value and appreciate your involvement.
Sincerely,
Steve
Dr. Steve Dolinger
President
Georgia Partnership for Excellence in Education
81

Commonalities of Georgia‘s 85/10 High Schools
Letter Attachment
RECOMMENDATION FORM
PANEL OF EXPERTS
Comparing and Analyzing Georgia High Schools That Had a Graduate Rate of At
least 85 Percent and Increased the Graduation Rate at Least 10 Percentage
Points Over Five Years, 2004 - 2008
Objective: Identify a panel of experts who will assist in creating questions for high schools that have
graduated at least 85 percent of their students and have increased the graduation rate at least 10
percentage points over the past five years.
In your opinion, who should we contact to accomplish the objective? Please provide as much contact
information as you have. Certainly, you may recommend as many individuals as you deem
appropriate.
Thank you for your time and expertise.
Please return to Dr. Donna O’Neal by Wednesday, April 22, 2009.
Fax: (912) 201-1938 E-mail: doneal@mindspring.com
Name of individual making nomination ______________________________ E-Mail _____________
Organization _________________________________ Telephone______________________________
Nominations:
Name _______________________________
Organization __________________________
Address _____________________________
____________________________________
Telephone ___________________________
E-Mail ______________________________
Please indicate the expertise of this individual
and why you are recommending him/her.
Name _______________________________
Organization __________________________
Address _____________________________
____________________________________
Telephone ___________________________
E-Mail ______________________________
Please indicate the expertise of this individual
and why you are recommending him/her.
82

Commonalities of Georgia‘s 85/10 High Schools
Appendix D
Panel of Experts Nominated and Organizations that Nominated Them
Letter to Individuals
83

Commonalities of Georgia‘s 85/10 High Schools
Appendix D
Panel of Experts Nominated & Organizations that Nominated Them
[Note: Although each expert who was nominated was contacted, all did not submit questions.]
Georgia Partnership for Excellence in
Education
Circe Stumbo
WestWind Education Policy
325 East Washington Street
Suite 205
Iowa City, Iowa 52240
(319) 530-7838
circe!westwinded,com
Jay Smink
Executive Director
National Dropout Prevention Center
Clemson University
209 Martin Street
Clemson, SC 29631
(864) 656-2599
sjay@clemson.edu
Christine Tell
Director
American Diploma Project
1775 Eye Street NW
Washington, DC
(202) 419-1565
ctell@achieve.org
Dr. Nancy Hoffman
Vice President
Jobs for the Future
88 Broad Street
Boston, MA 02110
(617) 728-4446
nhoffman@jff.org
Michael Cohen
American Diploma Project
1775 Eye Street NW
Washington, DC
(202) 419-1565
jcohen@achieve.org
Dane Linn
Director
National Governors Association
444 N. Capitol Street
Suite 267
Washington, DC 20001
DLinn@nga.org
Bridget Curran
Project Director
National Governors Association
444 N. Capitol Street
Suite 267
Washington, DC 20001
bcurran@nga.org
Molly Howard
Principal
Jefferson County High School
Jefferson County Schools
1157 Warrior Trail
Louisville, GA 30434
478.625.9991
howardmp@jefferson.k12.ga.us
Georgia State University
Raymond Hart
Professor of Research, Measurement, and
Statistics
Georgia State University
Department of Educational Policy Studies
P,O, Box 3977
Atlanta, Ga 30302
404-413-8264
rhart@gsu.edu
Georgia Family Connection Partnership
Dr. Carvin Brown
University of Georgia Professor Emeritus
College of Education
Athens, Ga
706-299-9373
carvin@uga.edu
Georgia Southern University
Winnona Diane Bath
Georgia Center for Educational Renewal
College of Education
Georgia Southern University
Box 8013
Statesboro, GA 30460
912-478-5719
dbath@georgiasouthern.edu
84

Commonalities of Georgia‘s 85/10 High Schools
Columbus State University
Dr, Gary Shouppe
Columbus State University
4225 University Avenue
Columbus, GA 31907
706-565-7826
shouppe_gary@colstate.edu
Georgia Leadership Institute for School
Improvement (GLISI)
Dr. John Green
Area V Superintendent,
Gwinnett County Schools
437 Old Peachtree Road, NW
Suwannee, GA
678-301-6000
John_Green@gwinnett.k12.ga.us
Sylvia Hooker
Troup County Schools
100 N. Davis Road, Building C
LaGrange, GA
706-812-7904
shookersc@troup.org
Kathy Augustine
Atlanta Public Schools
130 Trinity Avenue, SW, Suite 7B05
Atlanta, Ga 30303
kaugustine@atlanta.k12.ga.us
Mary Anne Charron
Principal
Alpharetta High School
3595 Webb Bridge Road
Alpharetta, GA 30005
770-521-7640
charron@fultonschools.org
Georgia Department of Education (DOE)
School Improvement Personnel
Dr. Peyton Williams
Deputy State Superintendent (retired)
Georgia Department of Education
Capitol Square
Atlanta, GA 30334
404-374-1076
Will4378@bellsouth.net
Julia Causey
Coordinator
Georgia’s Graduation/Dropout Prevention
Project
Capitol Square
Atlanta, GA 30334
404-657-9954
jcausey@doe.k12.ga.us
Walt Jacobs
Southern Regional Education Board
592 10th St. N.W.
Atlanta, GA 30318-5776
(404) 875-9211 Ex 247
walt.jacobs@sreb.org
Southern Region Education
Board (SREB)
Dr. Gene Bottoms
Vice President
SREB
592 10th Street, N.W.
Atlanta, Ga 30318
Gene.bottoms@sreb.org
Georgia School Superintendents
Association (GSSA)
David Carpenter
Superintendent
Houston County Schools
1100 Main Street
Perry, GA 31069
478-988-6256
david.carpenter@hcbe.net
Mike Duncan
Superintendent
Pike County Schools
P.O. Box 386
Zebulon, GA 30295
770-567-8489
duncans@pike.k12.ga.us
Governor’s Office of Workforce
Development
Dr. Mark Musick
Chair
Workforce Investment Board
270 Washington Street, S.W., Suite 5191
Atlanta, GA 30334
(404) 402-0624
musickMa@mail.etsu.edu
Debra Lyons
Governor’s Office of Work Force Development
270 Washington Street, SW, Suite 5191
Atlanta, GA 303345
dlyons@gov.state.ga.us
Communities in Schools
Reginald Beaty
Chief Operating Officer
Cities in Schools of Georgia
600 West Peachtree Street, 12th Floor
Atlanta, GA 30308
(404) 888-5784
rbeaty@cisga.org
85

Commonalities of Georgia‘s 85/10 High Schools
Tom Roman
Cities in Schools of Georgia
600 Peachtree Street
12th Floor
Atlanta, GA 30308
(404) 888-5784
troman@cisga.org
Latin American Association
Millie Irizarry
Latin American Association
2750 Buford Highway
Atlanta, GA 30324
mirizarry@thelaa.org
Esther Adames-Jimenez
Principal
Beaver Ridge Elementary School
1978 Beaver Ruin Road
Norcross, GA 30071
Phone 770.447.6307
Fax 770.447.2688
esther_adames@gwinnett.k12.ga.us
Department of Technical and Adult
Education - (DTAE)
Dr. Freida Hill
Assistant Commissioner for Adult Education
Georgia Department of Technical and Adult
Education
1800 Century Place, Suite 400
Atlanta, Georgia 30345
Phone: 404.679.1600
FAX: 404.679.1610
fhill@dtae.org
Georgia Association of Educational
Leaders (GAEL)
Stuart Bennett
GAEL
P.O. Box 189
Flowery Branch, GA 30542
sbennett@gael.org
100 Black Men
John Thomas Grant
100 Black Men
100 Auburn Avenue, Suite 301
Atlanta, GA 30303
jgrant@100blackmen-atlanta.org
SERVE
Ludwig van Broekhuizen
SouthEastern Regional Vision for Education
P.O. Box 5367
Greensboro, NC 27435
lvbroekh@serve.org
86

Commonalities of Georgia‘s 85/10 High Schools
May 13, 2009
Dr. Gene Bottoms
Vice President
SREB
592 10th Street, N.W.
Atlanta, Ga 30318
Dear Gene:
Letter to Expert Panel Nominees
In response to a recommendation from previous research, the Partnership will examine Georgia high
schools had a 2008 graduation rate greater than 85 percent and increased the graduation rate at least 10
percentage points over the past five years. The identified schools are listed in Attachment I.
You have been identified as a leader in school improvement by one of your colleagues, and we request
your assistance in creating a set of questions to ask leaders of these schools. Other than the obvious
questions such as 1) How did your school improve its graduation rate over the past five years and 2)
What are the most important strategies your school used to improve its graduation rate, what questions
should we ask?
To formulate your questions, you may consider structuring your thoughts around the following:
Please prepare the attached form and return it to Dr. Donna O’Neal via email to doneal@mindspring.com
or fax to (912) 201-1938 by Friday, May 22, 2009.
In advance, thank you for participating in this research. Certainly, if you so request, we will provide you
with the results. We value and appreciate your involvement.
Sincerely,
Steve
Dr. Steve Dolinger
President
♦ Curriculum
♦ Assessment
♦ Instruction
♦ Planning and Organization
♦ Student, Family and Community
Involvement & Support
♦ Professional Learning
♦ Leadership
♦ School Culture
87

Commonalities of Georgia‘s 85/10 High Schools
Letter Attachment
FORM
Georgia High Schools That Had a Graduation Rate of at Least 85 Percent in 2008
And Increased the Graduation Rate by At Least 10 Percentage Points, 2004-2008
Name __________________________ Organization __________________________
Telephone _______________________
What questions should be asked of Georgia high schools that graduated at least 85 percent of their
students in 2008 and have increased their graduation rate by at least 10 percentage points over the past
five years?
To formulate your questions, you may want to structure your thoughts around the following:
Please list your questions below and return to Donna O’Neal via
Email to doneal@mindspring.com or
Fax (912) 201-1938
by Friday, May 22, 2009.
Thank you.
QUESTIONS
[You may include as many as you wish.]
1.
2.
3.
4.
♦ Curriculum
♦ Assessment
♦ Instruction
♦ Planning and Organization
♦ Student, Family and Community
Involvement
♦ Professional Learning
♦ Leadership
♦ School Culture
88

Commonalities of Georgia‘s 85/10 High Schools
Letter Attachment I
Table I: Georgia Schools that Had a Graduation Rate of at Least 85 Percent in 2008 and
Increased the Graduation Rate by at Least 10 Percentage Points Over Five Years, 2004 -
2008, Ranked by Amount of Change, and State of Georgia Percentages 26
School System/
State of Georgia
School Name
Grad
Rate
2004
Grad
Rate
2005
Grad
Rate
2006
Grad
Rate
2007
Grad
Rate
2008
Amount of
Change
04-08
Clayton County Forest Park High School 48.70 57.36 59.93 66.08 85.82 37.12
Wilkes County
Washington-Wilkes
High School 64.10 73.11 79.82 87.37 92.77 28.67
Buford City Buford High School 66.30 88.82 88.00 89.22 90.91 24.61
Gilmer County Gilmer High School 63.00 73.39 73.93 76.17 85.07 22.07
Atlanta City Grady High School 75.00 89.22 91.07 87.08 93.94 18.94
Union County Union County High School 69.20 86.54 86.52 86.39 86.75 17.55
Commerce City Commerce High School 69.00 94.74 84.93 83.87 85.14 16.14
Fulton County Riverwood High School 76.00 84.06 84.03 87.79 91.76 15.76
Lumpkin County
New Lumpkin County
High School 73.00 79.50 88.54 83.24 87.98 14.98
Muscogee County Hardaway High School 71.50 74.78 79.46 75.60 86.00 14.50
Walton County Loganville High School 72.50 76.01 80.05 81.22 86.89 14.39
Atlanta City Mays High School 77.50 89.50 89.25 91.18 91.74 14.24
Fulton County Westlake High School 73.20 81.82 82.75 82.94 87.26 14.06
Houston County Perry High School 72.80 81.22 83.75 84.54 86.64 13.84
Houston County Houston County High School 77.20 88.60 85.37 84.60 89.85 12.65
DeKalb County Redan High School 73.90 70.86 70.77 79.22 85.62 11.72
Columbia County Greenbrier High School 77.70 82.48 90.14 86.87 88.78 11.08
State of Georgia 65.40 67.80 70.80 72.30 75.40 10.00
26 Source:: Governor’s Office of Student Achievement, www.gaosa.org.
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Commonalities of Georgia‘s 85/10 High Schools
Appendix E
Questions for the 85/10 Schools
90

Commonalities of Georgia‘s 85/10 High Schools
Appendix E
Questions for the 85/10 Schools
NOTE: Only the questions themselves were asked of the 85/10 schools. Subtopics listed under each
question were for the interviewer’s information only and were compiled from the questions submitted by
the Expert Panel.
GENERAL
Congratulations! Your graduation rate increased significantly from _____ in 2004 to ____ in 2008.
Overall, regardless of category what are the five most important strategies your school used over these
years to accomplish this?
Curriculum
CURRICULUM, ASSESSMENT & INSTRUCTION
1. Other than the Georgia Performance Standards (GPS), has your curriculum changed over the past
five years? If so, how?
a. Rigor
b. New courses
c. Connected to students’ world or their future world
d. Challenging curriculum
e. Advanced Placement courses
f. International Baccalaureate courses
g. Integrate academic and technical courses
2. What is the career and technical focus of your school? Are academics embedded in the
career/technical courses?
a. Emphasize careers
b. Career and technical courses enrollment increased
3. What is the postsecondary focus of your school?
a. Postsecondary options discussed
b. Dual enrollment
Assessment
1. Identify the 2-3 assessment strategies that had the greatest impact on increasing the graduation rate.
a. Benchmarks
b. Formative assessment
c. Standards-based assessments
d. Diagnostic assessments
e. Use of data to modify curriculum, instruction
Instruction
1. Identify the 2-3 instructional practices that had the greatest impact on increasing the graduation rate.
a. What specific research-based instructional practices
i. Classroom Instruction that Works
ii. Learning Focused Schools,
iii. Reading strategies
iv. High Schools That Work
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Commonalities of Georgia‘s 85/10 High Schools
v. Differentiated instruction,
vi. Other
b. Intellectually challenged
c. Analysis of student work and assignments
d. Needs of disabled students
e. Instruction more engaging
f. Co-teaching model
g. Integrated technology into instruction
h. Applied authentic, real-world problems and projects
i. Equitable distribution of effective teachers
Programs & Interventions
PROGRAMS AND INTERVENTIONS
1. What are the 2-3 most successful programs or interventions you used to increase in the graduation
rate?
a. Remediation for struggling students
b. Tutoring for EOCT and GHSGT
c. After-school learning opportunities
d. Small learning communities
e. Career academies
f. Credit recovery
g. Grade recovery
h. Teachers as advisors
i. Assistance for pregnant students
j. Assistance for parenting students
k. Fidelity of Implementation
Personal Relationships
1. What 2-3 strategies have you used to engage students in a one-on-one relationship with an adult at
the school?
a. Connect students to an adult in the school
b. Advisement program
c. Extracurricular and co-curricular activities
d. Connected with a responsible adult in the community or on a work site
Transition from Middle School
1. What are the 2-3 strategies did you use to ease the transition from eighth grade to ninth grade?
a. Feeder schools impact
b. Summer programs
c. Vertical teaming
d. Meetings with students and parents
Ninth Grade
1. What are the 2-3 strategies you used to make ninth grade successful for students?
a. Ninth grade academy or any other support for ninth grade
b. Ninth grade structure
c. Remediation of deficits
d. Reduce course failure rates
e. Parent meetings
Graduation Coaches
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Commonalities of Georgia‘s 85/10 High Schools
1. What are the 2-3 most important strategies the graduation coach used that led to an increase in the
graduation rate?
a. Role of graduation coach
b. Identification of potential dropouts
c. Support of potential dropouts
d. Work with students, parents
e. Work with students who are out of school
f. Dropout prevention efforts
g. Dropout recovery efforts
h. Work with your feeder middle school
Structure of Time
1. What are the 2-3 most important ways you structured the time in the school for a focus on increasing
the graduation rate?
a. Organizational structure
b. Modified the school day, school year
CONTINUOUS IMPROVEMENT
1. How were the mission, goals, and school improvement plan created?
a. Created by teams of teachers and others
2. Describe the mission, goals, and school improvement plan.
a. Related to the graduation rate
b. Aligned with school district
3. Do you use any continuous improvement processes?
a. Plan-Do-Check-Act
b. Balanced Scorecard
c. Baldridge Award
d. Analysis of data
e. Use of data
f. Faculty involved
Students
STUDENT, FAMILY & COMMUNITY INVOLVEMENT & SUPPORT
1. Identify the 2-3 most successful strategies used by your teachers to engage students in their learning.
a. Progress toward graduation
b. Connected to the real world
Parents and Families
1. Identify the 2-3 most important strategies used to engage families in their students’ learning.
a. Involve entire family
b. Aware of the student’s progress toward graduation
c. Meetings with teachers
Community
1. Identify the 2-3 most important strategies used to involve the community in increasing the graduation
rate.
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Commonalities of Georgia‘s 85/10 High Schools
a. School Council
b. Business involvement
c. Community involvement
d. Business partners
PROFESSIONAL LEARNING
1. What were the 2-3 professional learning opportunities that contributed the most to increasing the
graduation rate? Why were they so successful?
a. Private or public, state or national organizations
b. Georgia Department of Education,
c. Regional Education Service Agencies (RESAs)
d. Georgia Leadership Institute for School Improvement (GLISI)
e. Other
f. Identify professional learning needed
g. Aligned with your school improvement plan
h. Topics
i. Amount of time in professional learning
LEADERSHIP
1. Identify 2-3 best practices used by school leaders that led to the increase in the graduation rate.
a. Leadership strategies
b. Changes made by new principal
c. Hiring strategies
a. Evaluation of teachers
2. Describe how your school includes teachers and others in decision-making processes?
SCHOOL CULTURE
1. Describe your school’s culture. Did any significant school culture changes occur that supported an
increase in the graduation rate? Provide 2-3 illustrations of how school culture contributed to the
increase in the graduation rate.
a. Failure not an option
b. Warm, caring environment
c. Change in leadership, structure
d. Involvement of school staff
e. Stakeholder groups
f. Teacher involvement in decision-making
g. Student leader involvement
POLICIES AND PROCEDURES
1. Has the state or district provided any flexibility regarding people, money, time, or organizational
structure? If so, how? Has this helped improve graduation rates?
2. Were there any district or state policies that helped or hindered your efforts to increase the graduation
rate?
3. What is the procedure for students withdrawing from your school and how they are coded? What is
your exit interview process for students who are dropping out of school? How do you use the
information? What policies and procedures are in place for verifying and auditing data to ensure that
improvement in the graduation rate is valid, and that students are appropriately coded and tracked?
4. Did your district increase the graduation requirements beyond that required by the State?
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Commonalities of Georgia‘s 85/10 High Schools
5. Does your district have attendance policies negatively impact grading, i.e. a certain number of
absences results in failure of the course?
6. Does your school have academic penalties for discipline infractions? Did you change any of your
discipline procedures during this period?
a. Bullying
b. Sexual harassment
GENERAL
1. Do you think your graduation rate is affected more by the students’ failure to pass a minimum number
of courses or by the students’ failure to pass one or more graduation tests?
2. What kind of support have you received from the district office to increase the graduation rate?
3. Has your school participated in a Georgia Assessment of the Progress on School Standards
(GAPSS) process? If so, was the GAPSS analysis beneficial to your school in increasing the
graduation rate?
4. What, if anything, have you done to lower absentee rates?
5. What challenges - structural, financial, or otherwise - do you still face? What other support can the
state or the district provide to continue your school’s progress?
6. Many schools reflect a tremendous increase in graduation rates between 2004-05. What might
account for that large increase?
7. Do you believe grade inflation is an element in increased graduation rates?
8. What do you anticipate will be your graduation rate for 2009?
95

Commonalities of Georgia‘s 85/10 High Schools
Appendix F
List of 85/10 Schools, Contact Information, and Letter to Principals
96

Commonalities of Georgia‘s 85/10 High Schools
Appendix F
List of 85/10 Schools, Contact Information, and Letter to Principals
Buford High School
Banks Bitterman
Principal
5720 Sawnee Avenue
Buford, Georgia 30518
(770) 945-6768
banks.bitterman@bufordcityschools.
org
Gilmer High School
Erick Hofstetter
Principal
408 Bobcat Trail
Ellijay, Georgia 30540
(706) 276-5080
Erick.hofstetter@gilmerschools.com
Grady High School
Vincent Murray
Principal
929 Allen Drive, NE
Atlanta, Georgia 30309
(404) 802-3002
vmurray@atlanta.k12.ga.us
Greenbrier High School
Margie Hamilton
Principal
5114 Riverwood Parkway
Evans, Georgia
(706) 650-6040 x 4109
mhamilton@ccboe.net
Hardaway High School
Matt Bell
Principal
2901 College Dr
Columbus, Georgia 31906
(706) 748-2766
mbell@mcsdga.net
Houston County High School
Sherri Freeman
Principal
920 Highway 96
Warner Robins, Georgia 31088
(478) 988-6340
sherri.freeman@hcbe.net
Loganville High School
Nathan Franklin
Principal
100 Trident Trail
Loganville, Georgia 30052
(678) 684-2880
nathan.franklin@walton.k12.ga.us
Lumpkin County High School
Tracy Sanford
Principal
2001 Indian Drive
Dahlonega, Georgia 30533
(706) 864-6186 x 1006
Mays High School
Tyronne M. Smith
Principal
3450 Benjamin E. Mays Drive, SW
Atlanta, Georgia 30311
(404) 802-5100
tmsmith@atlanta.k12.ga.us
Perry High School
Darryl Albritton
Principal
1307 North Avenue
Perry, Georgia 31069
(478) 988-6298
darryl.albritton@hcbe.net
Redan High School
Gregory Goodwin
Principal
5247 Redan Road
Stone Mountain, Georgia 30088
(678) 676-3602
Gregory_P_Goodwin@fc.dekalb.k12.ga.
us
Riverwood High School
Eddie Echols
Principal
5900 Heards Drive, NW
Sandy Springs, Georgia 30328
(404) 847-1980 x 126
Echols@fultonschools.org
Union County High School
Ed Rohrbaugh
Principal
604 Panther Circle
Blairsville, Georgia 30512
(706) 745-2216
ed.rohrbaugh@union.k12.ga.us
Washington-Wilkes High School
Steve Echols
Principal
304 Gordon Street
Washington, Georgia 30673
706-678-2426
Westlake High School
Byron D. White
Principal
2400 Union Road
Atlanta, Georgia 30331
(404) 346- 6400
whiteb1@fultonschools.org
97

Commonalities of Georgia‘s 85/10 High Schools
June 1, 2009
Nathan Franklin
Principal
Loganville High School
100 Trident Trail
Loganville, Georgia 30052
Dear Nathan:
Letter to Principals of 85/10 Schools
Previously, the Governor’s Office, the Atlanta Chamber of Commerce, the Georgia Department of Education,
and the Georgia Partnership for Excellence in Education partnered to research strategies to increase the
graduation rate of Georgia schools. One recommendation from that research was to identify, analyze, and
compare schools that graduate at least 85 percent of their students. To this, we have added the criterion of
schools that, also, improved the graduation rate by at least 10 percentage points over the past five years.
Based on Governor’s Office for Student Achievement data, your school has been identified as one of 17
schools that had a 2008 graduation rate greater than 85 percent and had increased the graduation rate at
least 10 percentage points over the 2003-04 through 2007-08 school years. The schools and the state
averages are listed in Attachment I.
Our objective is to analyze and compare these successful schools. We sought the assistance of national
and Georgia experts in the areas of school improvement in creating and validating the appropriate questions
we will ask Using these questions, we would like to interview you and any others you deem important in
order for you to tell your story. We suggest you include at least one teacher. Dr. Donna O’Neal will contact
you regarding this research.
The set of questions is provided in Attachment II.
As a result of this research, we will publish the findings for use by state and local leaders and other schools
in efforts to improve the graduation rate. An overview of the research is provided in Attachment III.
In advance, thank you for participating in this research. Certainly, we will provide you with the results. We
value and appreciate your involvement.
Sincerely,
Steve
Dr. Steve Dolinger
President
Georgia Partnership for Excellence in Education
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Commonalities of Georgia‘s 85/10 High Schools
Letter Attachment I
Georgia Schools that Had a Graduation Rate of at Least 85 Percent in 2008 and Increased
the Graduation Rate by at Least 10 Percentage Points Over Five Years, 2004 – 2008,
Ranked by Amount of Change, and State Percentages
School System/
State of Georgia
School
Grad
Rate
2004
Grad
Rate
2005
Grad
Rate
2006
Grad
Rate
2007
Grad
Rate
2008
Amount of
Change
2004-2008
Clayton County Forest Park High School 48.70 57.36 59.93 66.08 85.82 37.12
Wilkes County
Washington-Wilkes High
School 64.10 73.11 79.82 87.37 92.77 28.67
Buford City Buford High School 66.30 88.82 88.00 89.22 90.91 24.61
Gilmer County Gilmer High School 63.00 73.39 73.93 76.17 85.07 22.07
Atlanta City Grady High School 75.00 89.22 91.07 87.08 93.94 18.94
Union County Union County High School 69.20 86.54 86.52 86.39 86.75 17.55
Commerce City Commerce High School 69.00 94.74 84.93 83.87 85.14 16.14
Fulton County Riverwood High School 76.00 84.06 84.03 87.79 91.76 15.76
Lumpkin County
New Lumpkin County
High School 73.00 79.50 88.54 83.24 87.98 14.98
Muscogee County Hardaway High School 71.50 74.78 79.46 75.60 86.00 14.50
Walton County Loganville High School 72.50 76.01 80.05 81.22 86.89 14.39
Atlanta City Mays High School 77.50 89.50 89.25 91.18 91.74 14.24
Fulton County Westlake High School 73.20 81.82 82.75 82.94 87.26 14.06
Houston County Perry High School 72.80 81.22 83.75 84.54 86.64 13.84
Houston County Houston County High School 77.20 88.60 85.37 84.60 89.85 12.65
DeKalb County Redan High School 73.90 70.86 70.77 79.22 85.62 11.72
Columbia County Greenbrier High School 77.70 82.48 90.14 86.87 88.78 11.08
State of Georgia 65.40 67.80 70.80 72.30 75.40 10.00
99

Commonalities of Georgia‘s 85/10 High Schools
Letter Attachment II
Questions for Georgia Schools that Had a Graduation Rate of at Least 85 Percent in 2008 and
Increased the Graduation Rate by at Least 10 Percentage Points Over Five Years, 2004 – 2008,
and State of Georgia Percentages
NOTE: These questions pertain to increasing the graduation rate during the school years 2003-04
through 2007-08.
GENERAL
Congratulations! Your graduation rate increased significantly from _____ in 2004 to ____ in 2008,
particularly from ______ to ____. Overall, regardless of category what are the five most important
strategies your school has used over these years to accomplish this?
Curriculum
CURRICULUM, INSTRUCTION & ASSESSMENT
1. Other than the Georgia Performance Standards (GPS), has your curriculum changed over the past five years. If
so, how?
2. What is the career and technical focus of your school? Are academics embedded in the career/technical
courses?
3. What is the postsecondary focus of your school?
Assessment
1. Identify the 2-3 assessment strategies that had the greatest impact on increasing the graduation rate.
Instruction
1. Identify the 2-3 instructional practices that had the greatest impact on increasing the graduation rate.
Programs & Interventions
PROGRAMS AND INTERVENTIONS
1. What are the 2-3 most successful programs or interventions that you used to increase in the graduation rate?
Personal Relationships
1. What 2-3 strategies have you used to engage students in a one-on-one relationship with an adult at the school?
Transition from Middle School
1. What are the 2-3 strategies did you use to ease the transition from eighth grade to ninth grade?
Ninth Grade
1. What are the 2-3 strategies did you use to make ninth grade successful for students?
Graduation Coaches
1. What 2-3 most important strategies did your graduation coach use that led to an increase in the graduation
rate?
Structure of Time
100

Commonalities of Georgia‘s 85/10 High Schools
1. What are the 2-3 most important ways you structured time in the school for a focus on increasing the graduation
rate?
CONTINUOUS IMPROVEMENT
1. Describe how the mission, goals, and school improvement plan were developed.
2. Describe the mission, goals, and school improvement plan.
3. Do you use any continuous improvement processes?
Students
STUDENT, FAMILY & COMMUNITY INVOLVEMENT & SUPPORT
1. Identify the 2-3 most successful strategies used by your teachers to engage students in their learning.
Parents and Families
1. Identify the 2-3 most important strategies used to engage families in their students’ learning.
Community
1. Identify the 2-3 most important strategies used to involve the community in increasing the graduation rate.
PROFESSIONAL LEARNING
1. What were the 2-3 professional learning opportunities that contributed the most to increasing the graduation
rate? Why were they so successful?
LEADERSHIP
1. Identify 2-3 best practices used by school leaders that led to the increase in the graduation rate?
2. Describe how your school includes teachers and others in the decision-making process.
SCHOOL CULTURE
1. Describe your school’s culture. Did any significant school culture changes occur that supported an increase in
the graduation rate? Provide 2-3 illustrations of how school culture contributed to the increase in the graduation
rate.
POLICIES AND PROCEDURES
1. Has the state or district provided any flexibility regarding people, money, time, or organizational structure? If so,
how? Has this helped improve graduation rates?
2. Were there any district or state policies that helped or hindered your efforts to increase the graduation rate?
3. What is the procedure for students withdrawing from your school and how they are coded? What is your exit
interview process for students who are dropping out of school? How do you use the information? What policies
and procedures are in place for verifying and auditing data to ensure improvements in the graduation rate are
valid? That students are appropriately coded and tracked?
4. Did your district increase the graduation requirements beyond that required by the State?
5. Does your district have attendance policies that negatively impact grading, i.e. a certain number of absences
results in failure of the course?
6. Does your school have academic penalties for discipline infractions? Did you change any of your discipline
procedures during this period?
101

Commonalities of Georgia‘s 85/10 High Schools
GENERAL
1. Do you think your graduation rate is affected more by the students’ failure to pass a minimum number of courses
or by the students’ failure to pass one or more graduation tests?
2. What kind of support have you received from the district office to increase the graduation rate?
3. Has your school participated in a Georgia Assessment of the Progress on School Standards (GAPSS) process?
If so, was the GAPSS analysis beneficial to your school in increasing the graduation rate?
4. What, if anything, have you done to lower absentee rates?
5. What challenges - structural, financial, or otherwise - do you still face? What other support can the state or the
district provide to continue your school’s progress?
6. Many schools reflect a tremendous increase in graduation rates between 2004-2005, then flatten out the
following years. What might account for that large jump? A change in policy? Change in testing rules? A
change in coding of students?
7. Do you believe grade inflation is an element in increased graduation rates?
8. What do you anticipate will be your graduation rate for 2009?
102

Commonalities of Georgia‘s 85/10 High Schools
Letter Attachment III
OVERVIEW OF RESEARCH
Georgia Schools that Had a Graduation Rate of at Least 85 Percent in 2008 and Increased the
Graduation Rate by at Least 10 Percentage Points Over Five Years, 2004 – 2008, and State of
Georgia Percentages
The Georgia Partnership for Excellence in Education has embarked on a research project that will identify
schools that graduated at least 85 percent their students and increased their graduation rates at least 10
percentage points over years 2004 through 2008. With the assistance of the Governor’s Office for
Student Achievement, 17 such schools were identified. Leaders from these schools will be interviewed
based on a protocol developed by the researchers. Data will be compared and contrasted, and analyses
will be documented for use by Georgia educational leaders, school systems, and individual schools.
Results will be communicated to Partnership audiences and other appropriate persons and organizations.
Research Process
1. Identify schools that graduated at least 85 percent of their students and increased their graduation
rates by at least 10 percentage points over the 2003-04 through 2007-08 school years.
2. Develop a structured interview protocol for use by the researcher with each school identified using a
cadre of individuals representing:
♦ Georgia Department of Education,
♦ Alliance of Educational Agency Heads,
♦ Colleges and Universities,
♦ Southern Regional Education Board,
♦ Governor’s Office for Work Force
Development,
♦ National Governors Association,
♦ National Dropout Prevention Center,
♦ Selected Schools and School Systems,
♦ Georgia Family Connection,
♦ Georgia Leadership Institute for School
Improvement,
♦ Georgia School Superintendents Association,
♦ Communities in Schools,
♦ Georgia Association of Educational Leaders,
and
♦ Others
3. Ensure the protocol will:
a. Identify and compare programs and interventions used to increase the graduation rate in
identified schools.
b. Identify and compare the characteristics, practices, and conditions of each school identified,
including, but not limited to
♦ The processes and rationale used by school staff to assign students to programs and
interventions,
♦ The process used by school staff to instruct students in postsecondary or career preparation
programs, and
♦ The exit interview questions and processes used by school systems with students who
recently have dropped out of school.
4. Identify contact personnel from each identified school.
5. Interview persons identified using the protocol.
5. Analyze results.
7. Report results.
8. Publish and communicate the analyses and comparisons for use by the State of Georgia, school
systems, and schools.
103

Commonalities of Georgia‘s 85/10 High Schools
Appendix G
Definitions and Calculations Of Graduation Rate and Dropout Rate
and Definitions of High School Completers and Graduates
104

Commonalities of Georgia‘s 85/10 High Schools
Appendix G
Definitions & Calculations Of Graduation Rate and Dropout Rate
And Definitions of High School Completers and Graduates
State of Georgia Consolidated State Application Accountability Workbook 27
Revised for 2003-04
7.1 What is the State definition for the public high school graduation rate?
Georgia will define and calculate graduation rates as the percentage of students who graduate in the standard
number of years (4 years for a 9-12 school) from a Georgia public high school with a regular diploma (not including a
GED or certificate not fully aligned with the state’s academic standards and not including Special Education
diplomas). Students receiving GEDs are counted as dropouts and are included in the denominator for calculating
graduation rates. (In the past, Georgia calculated a Completion rate similar to that of the NCLB graduation rate
except that certificates of attendance were included. This previous definition of completion rate will be replaced with
graduation rate in compliance with NCLB.) In doing so, the “standard” number of high school years for students with
disabilities will be determined by each student’s IEP team, even if such number exceeds the “standard” number of
years for non-disabled students.
State of Georgia Consolidated State Application Accountability Workbook 28
Revised for 2004-05
7.1 What is the State definition for the public high school graduation rate?
Georgia will define and calculate graduation rates as the percentage of students who graduate in the standard
number of years (4 years and a summer for a 9-12 school) from a Georgia public high school with a regular diploma
(not including a GED or certificate not fully aligned with the state’s academic standards and not including Special
Education diplomas). This process will not delay AYP determinations made before the beginning of each school year.
Students receiving GEDs are counted as dropouts and are included in the denominator for calculating graduation
rates. (In the past, Georgia calculated a completion rate similar to that of the NCLB graduation rate except that
certificates of attendance and Special Education Diplomas were included. This previous definition of completion rate
has been replaced with graduation rate in compliance with NCLB.) In doing so, the “standard” number of high school
years for students with disabilities will be determined by each student’s IEP team, even if such number exceeds the
“standard” number of years for non-disabled students.
State of Georgia Consolidated State Application Accountability Workbook 29
Revised April 15, 2009
7.1 What is the State definition for the public high school graduation rate?
Georgia will define and calculate graduation rates as the percentage of students who graduate in the standard
number of years (4 years and a summer for a 9-12 school) from a Georgia public high school with a regular diploma
(not including a GED or certificate not fully aligned with the state’s academic standards and not including Special
Education diplomas). This process will not delay AYP determinations made before the beginning of each school year.
The calculated graduate rate is based on the current school year’s graduating class. For example, for Georgia’s 2009
AYP determinations, the graduation rate is based on the 2008-2009 graduation class.
27 http://www.pbs.org/newshour/bb/education/nclb/map/aypplan/ga.pdf
28 http://www.doe.k12.ga.us/DMGetDocument.aspx/Approved%202004-
2005%20Georgia%20Accountability%20Workbook.pdf?p=4BE1EECF99CD364EA5554055463F1FBB77B0B70FECF5942E12E123
FE4810FFF53501CAAE8CB828385C0A436AEDB931D5&Type=D
29 http://www.doe.k12.ga.us/DMGetDocument.aspx/2009%20Accountability%20Workbook.pdf?p=6CC6799F8C1371F6ECD
739CD7CC9519A1DFC37976CE89F5ADCCEA3F261F72BE3&Type=D
105

Commonalities of Georgia‘s 85/10 High Schools
Georgia Report Card Overview (Selected Sections)
Definitions & Calculations Of Graduation Rate And Dropout Rate
And Definitions Of High School Completers And Graduates 30
31
How is the graduation rate calculated?
To comply with the No Child Left Behind Act of 2001 (NCLB), Georgia has defined a graduate as a
student who leaves high school with a Regular Diploma (this does not include Certificates of Attendance
or Special Education Diplomas) in the standard time (i.e., 4 years). In prior years, Georgia has reported a
completion rate that allowed the inclusion of students receiving a Certificate of Attendance or a Special
Education Diploma. Because of the NCLB timeline for reporting information, graduation rate is calculated
by using information in the relevant Student Records.
The actual graduation rate calculation is a proxy calculation; in other words, the lack of unique statewide
student identifiers does not allow for tracking of individual students across the four high school years. The
graduation rate reflects the percentage of students who entered ninth grade in a given year and were in
the graduating class four years later. The 2007-2008 K-12 Report Card provides the 2006, 2007, and the
2008 graduation rates. A brief description of how the graduation rate for 2008 is calculated follows:
1. Sum the 9th-grade dropouts in 2004-2005, the 10th-grade dropouts in 2005-2006, the 11th-grade
dropouts in 2006-2007 and the 12th-grade dropouts in 2007-2008 for a four-year total of dropouts.
2. Divide the number of students receiving regular diplomas by the four-year total of dropouts plus the
sum of students receiving Special Education Diplomas plus the number of students receiving
Certificates of Attendance plus the number of students receiving regular diplomas. The number of
students displayed on the graphs represents an approximation to the students in the ninth-grade in
2004-2005 who should have graduated in 2008 and is the denominator in this step.
3. Change the result in step 2 from a decimal to a percentage (example: 0.83 equals 83%).
Graduation Rate Formula:
Graduation # of students who graduate with regular diplomas
Rate = # of dropouts in 9th, 10th, 11th, 12th grades from appropriate years
+ graduates + other completers
How is the dropout rate calculated?
To comply with the No Child Left Behind Act’s (NCLB) timeline for reporting information to the public, the
process for identifying dropouts had to be adjusted to rely solely on the Student Record collection. The
National Center for Education Statistics requires that states report a 7-12 grade dropout rate and a 9-12
grade dropout rate. Students are reported as dropouts if they leave school for one of the following
reasons: Marriage, Expelled, Financial Hardship/Job, Incarcerated/Under Jurisdiction of Juvenile or
Criminal Justice Authority, Low Grades/School Failure, Military, Adult Education/Postsecondary,
30 Source: Office for Student Achievement website: http://gaosa.org/reportinfo.aspx#acct
31 For additional information, refer to WHO’S COUNTED? WHO’S COUNTING?: New Alliance Report Examines Graduation Rate
Reporting, Addresses Public Confusion, Presents Policy Solutions, Straight A’s: Public Policy and Progress. Volume 6, Issue 14,
July 10, 2006 http://www.all4ed.org/publication_material/straight_as/straight_public_education_policy_ and_progress_6_14.
106

Commonalities of Georgia‘s 85/10 High Schools
Pregnant/Parent, Removed for Lack of Attendance, Serious Illness/Accident, and Unknown. The dropout
rate calculation is the number of students with a withdrawal code corresponding to a dropout divided by
the number of students that attended the school. The number of students that attended the school is
based on any student reported in the Student Record and excludes no-shows.
In response to the nationwide focus on high schools and its mission to increase school completion,
Georgia Office of Student Achievement has made a reporting policy change. Beginning with the 2005
Report Card, Georgia Office of Student Achievement began reporting two dropout rates for those schools
with grade configurations covering both 7-12 and 9-12 grade spans. In the past, such schools had either
a 7-12 dropout rate or a 9-12 dropout rate depending upon the school’s grade configuration. Georgia
Office of Student Achievement has recalculated both rates for 2004 and 2005 in order to provide
stakeholders a trend line. System and state level reports will continue to show both a 7-12 dropout rate
and a 9-12 dropout rate.
What is meant by high school completers, graduates, and exit credentials?
Completers are those students who exit from high school with some credential. Some exit with regular
diplomas and others exit with either a Special Education Diploma or a Certificate of Attendance.
Graduates are a special group of completers. Graduates are students who have met course and
assessment criteria. Graduates have completed a high-school program of study with a minimum of 22
units and have passed the four subject areas (English, mathematics, science, and social studies) of the
Georgia High School Graduation Test and the Georgia High School Writing Test. Graduates may earn
one of several kinds of endorsements:
♦ Diplomas with Both College Prep and Vocational Endorsements. Is earned by students who
have met the criteria of both the college preparatory program and vocational education program and
who have passed the assessment requirements. Formal seals of endorsements for both programs
are affixed to the high school diplomas for these students.
♦ Diplomas with College Prep Endorsements. Is earned by students who completed a program of
study of 22 units in a college-preparatory program and who have passed the assessment
requirements. A formal seal of endorsement is affixed to the high school diplomas for these students.
♦ Diplomas with Vocational Endorsements. Is earned by students who completed a program of
study of 22 units of which 4 must be in vocational education and who have passed the assessment
requirements. A formal seal of endorsement is affixed to the high school diplomas for these students.
Other Completers include those students who exit high school with either a Special Education Diploma
or a Certificate of Attendance.
♦ Special Education Diplomas. Is earned by students with disabilities assigned to a special education
program who have not met the state assessment requirements or who have not completed all of the
requirements for a high school diploma, but who have nevertheless completed their Individualized
Education Program (IEP) and graduated in 2007. The diplomas identify graduates as Students with
Disabilities.
♦ Certificates of Attendance. Is earned by students who met all requirements for attendance and units
but did not meet the standardized assessment criteria for a diploma. These students are awarded the
Certificate of Attendance in place of the high school diploma. After leaving high school, students
receiving the Certificates of Attendance are provided opportunities to retake the required
assessments and, if they pass, are awarded the appropriate diploma.
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Commonalities of Georgia‘s 85/10 High Schools
Appendix H
Georgia Student Achievement Pyramid of Interventions
108

Commonalities of Georgia‘s 85/10 High Schools
Appendix H 32
The Student Achievement Pyramid of Interventions graphic illustrates layers of instructional efforts that can be
provided to students based on their individual needs. Additionally, Georgia educators have a common focus and a
common language regarding instructional practices and interventions. The Pyramid of Interventions provides a
process for monitoring student progress and providing layers of more and more intensive interventions in order for
students to be successful academically.
32 Source: Georgia Department of Education, http://public:doe.k12.ga.us/DMGetDocument.aspx.
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Commonalities of Georgia‘s 85/10 High Schools
Appendix I
Peach State Pathways
110

Commonalities of Georgia‘s 85/10 High Schools
Kathy Cox, State Superintendent of Schools
Appendix I
Peach State Pathways 33
Peach State Pathways
Educational and Career Planning for Georgia’s youth
Student: Student ID #
(last name, first name, middle name) (state identifier for FTE reporting purposes)
Parent/Guardian: Date of Birth:
Date of 9th Grade Enrollment: Student should graduate (month)
(year)
Teacher Advisor: Homeroom Teacher (if different)
Student’s Career Goals - Career Pathway/Occupation of Interest:
Student’s Educational/Training Goals:
Student’s Personal Living Goals:
(Attach plan(s) from any assistance team serving the student: IEP Team, SST, Graduation Team, etc. to this document)
Student Confidential Information and Potential Risk Factors
Years in High School GHSGT Passed/GHSGT Attempted
Total Units of Credit Most Current Reading Achievement Score
Ethnic/Gender Distinctions Most Current Math Achievement Score
Date of Birth Suspensions: In-and Out-of-School (HS)
Age upon entering Grade 9 In Extra-Curricular Activities (in HS)
Economically Disadvantaged Active SST / Section 504 Placement
Students with Disabilities Program Pregnancy-Teen Parent
Retentions - Grades K-5 (#) Student lives with…
Retentions - Grades 6-8 (#) Educational Attainment of Parents
Retentions - Grades 9-12 (#) Language other than English in home
Days absent (previous year) Employment over 20 hours per week
Days absent (Current Year) Other:
33 Source: Georgia Department of Education, www.gadoe.org/DMGetDocument.aspx/PeachStatePathwaysForm.doc?
p=6CC6799F8C1371F6892FB1204.
111

Areas of Study
Commonalities of Georgia‘s 85/10 High Schools
Georgia High School Graduation Requirements
160-4-2.-47 - March 2002
HIGH SCHOOL GRADUATION REQUIREMENTS FOR STUDENTS ENROLLING IN THE NINTH GRADE FOR THE FIRST TIME IN THE 2002-03 SCHOOL YEAR AND
SUBSEQUENT YEARS
Locally
Required
Units
CP
College-
Preparatory
CP+
College-
Preparatory
w/Distinction
(*)
TC
Technology/
Career
TC+
Technology/
Career
w/Distinction
(*)
I. English/Language Arts 4 4 4 4 4
II. Mathematics 4 4 3 3 4
III. Science 3 3 3 3 3
IV. Social Studies 3 3 3 3 3
V. Health and Physical Education 1 1 1 1 1
VI. Computer Technology and/or Fine Arts and/or
Technology/Career-preparatory and/or Foreign Language
My Peach State Pathway: High School-to-Post-Secondary-to-Career
9th Grade 10th Grade 11th Grade 12th Grade Additional Year(s):
Course Credit Course Cred
it
Course Credit Course Credit Course Credit
Total Credits Earned: Total Credits Earned: Total Credits Earned: Total Credits Earned: Total Credits Earned:
Signatures Signatures Signatures Signatures Signatures
Student: Student: Student: Student: Student:
Dual Seal
(CP/TC)
1 1 1 1 1
VII. Foreign Language 2 2 0 0 2
VIII. Technology-Career preparatory units 0 0 4 4 4
IX. Electives (or locally required) 4 4 3 4 0/2 (*)
X. State electives from Core Areas 0 2 0 1 0
Total 22 24 22 24 22/24 (*)
112

Commonalities of Georgia‘s 85/10 High Schools
Parent: Parent: Parent: Parent: Parent:
Advisor: Advisor: Advisor: Advisor: Advisor:
Review Date(s): Review Date(s): Review Date(s): Review Date(s): Review Date(s):
Technical College related Programs of Study College/University related Programs of Study Other Options:
State-Registered
Apprenticeship
Industry-Sponsored
Training
Military
On-the-Job Training
Work-based Learning Options: Potential Post-Secondary Credit Opportunities:
Job Shadowing
Internship/Practicum/Clinicals
Related Worksite Experience
Youth Apprenticeship
School-Based Enterprise
Field Trips
Entrepreneurial Ventures
Extra-Curricular Activities - Student Leadership Organizations:
Accel
Advanced Placement
Articulated Credit
CLEP (College Level Examination Program)
Dual Enrollment
Joint Enrollment
Other:
Date Work-Based Learning Experience(s) Supervisor/Contact-Phone Number
113

Commonalities of Georgia‘s 85/10 High Schools
Career and Other Assessments
Student observable preferences, strengths, and interests based on Present Levels of Performance:
Career Interest Assessment Instrument
Top 3 Areas of Career
Interest:
Career Aptitude Assessment Instrument
What areas of strength were identified?
Learning Preferences/Styles Inventory
Implications for Instruction
Other Assessment
Implications for Instruction
Other Assessment
Implications for Instruction
Other Assessment
Implications for Instruction
Other Assessment
Implications for Instruction
Other Assessment
Implications for Instruction
ASSESSMENT INFORMATION
Date Administered:
Date Administered:
What areas were identified as needing improvement?
Date Administered:
Date Administered:
Date Administered:
Date Administered:
Date Administered:
Date Administered:
114

Commonalities of Georgia‘s 85/10 High Schools
Georgia Criterion-Referenced Competency Tests
Grade 8
Georgia Grade 8 Assessments: 1st Admin Retake
READING (Record test date)
Total:
Reading Skills and Vocabulary Acquisition
Reading for Literary Comprehension
Reading for Information
MATHEMATICS (Record test date)
Total
Number Sense and Numeration
Geometry and Measurement
Patterns and Relationships / Algebra
Statistics and Probability
Computation and Estimation
Problem Solving
SCIENCE (Record test date)
Total
SOCIAL STUDIES (Record test date)
Total
WRITING (Record test date)
Total
Ideas
Organization
Style
Conventions
Georgia Alternate Assessment (GAA) Results for Grade 8 in:
Reading/ELA:
Mathematics:
Science:
Social Studies:
Invest in your future…explore online career videos!
115

Georgia End-of-Course Tests
Commonalities of Georgia‘s 85/10 High Schools
Core Academic Test Score
9 th Grade Literature
(attach copy of individual student report)
American Literature and Composition
(attach copy of individual student report)
Algebra I
(attach copy of individual student report)
Geometry
(attach copy of individual student report)
Physical Science
(attach copy of individual student report)
Biology
(attach copy of individual student report)
U.S. History
(attach copy of individual student report)
Economics
(attach copy of individual student report)
Georgia Alternate Assessment (GAA) Results for High School Years
Reading/ELA:
Mathematics:
Reading/ELA:
Mathematics:
Reading/ELA:
Mathematics:
Reading/ELA:
Mathematics:
Reading/ELA:
Mathematics:
Date of
Admin
Science:
Social Studies:
Science:
Social Studies:
Science:
Social Studies:
Science:
Social Studies:
Science:
Social Studies:
Implications for Future Instruction/Intervention
before Georgia High School Graduation Test
116

Georgia High School Tests
Commonalities of Georgia‘s 85/10 High Schools
CORE ACADEMIC AREA: 1st Admin 2nd Admin 3rd Admin 4th Admin 5th Admin
ENGLISH (Record test date)
Total:
Reading Comprehension
Literary Analysis
Conventions and Writing
MATHEMATICS (Record test date)
Total
Number & Computation
Data Analysis
Measurement & Geometry
Algebra
SCIENCE (Record test date)
Total
Cells and Heredity
Ecology
Structures/Properties of Matter
Energy Transformation
Forces, Waves & Electricity
SOCIAL STUDIES (Record test date)
Total
World Studies
US History to 1865
US History since 1865
Civics/Citizenship
Map and Globe Skills
Info Process Skills
WRITING (Record test date)
Total
Content & Organization
Style
Conventions
Sentence Formation
High School graduates earn approximately $9,200 more per year
than do non-graduates over the course of their career span!
117

Commonalities of Georgia‘s 85/10 High Schools
Graduation Counts for YOU in Georgia!
Individual Student Action Plan for On-Time Graduation
Targeted Action Plan
(Use additional pages if necessary)
Actions Dates for Initial Resources Indicator(s) of
Strategies and
Implementation
and on-going
Required
Person/Agency
Responsible and
Success
Interventions
1-
Monitoring
Role (list all)
2-
3-
4-
5-
Commitment Signatures
Method of
Measurement
Student:
I agree that the Targeted Action Plan (TAP) that we have outlined will help me to achieve my ultimate goal of graduating from
high school. I am committing to give my best effort to achieve all of the goals in my plan.
Signed: ________________________________________ Date: _____________
Staff/Graduation Coach/Advisor/Counselor:
I agree to assist _______________________ to achieve all of his/her goals that have been established in the Targeted Action
Plan. I will support and monitor his/her progress toward each of these goals to lead towards high school graduation.
Signed: ________________________________________ Date: ______________
118

Commonalities of Georgia‘s 85/10 High Schools
Appendix J
GAPSS Classroom Instruction Observation Form
119

Commonalities of Georgia‘s 85/10 High Schools
Appendix J
GAPSS Classroom Instruction Observation Form34 School Name: ________________________________________ Grade: _________ Subject: _______________________________________________
Date: _____________________ Time In: ______________ Time Out: ______________ Beginning _____ Middle ____ End _______
Instruction Strand Observed Examples
Units of study and/or lesson plans are available and show clear alignment to the standards.
Lesson/units are clearly aligned with
GPS/QCC.
C
1.1
Units of study, lesson plans, and/or commentary are clearly aligned to GPS/QCC. Standards, essential questions, etc.
are explicit and referenced often during instruction.
Learning goals are aligned with
GPS/QCC and are communicated by the
instructor.
I
1.3
Performance tasks, culminating performance tasks, student work, portfolios, rubrics, and/or graphic organizers, etc. are
clearly aligned to the GPS/QCC.
Students apply learning goals in
performance tasks aligned to the
standards.
Instruction begins by activating prior knowledge, including experienced-based activities, followed by spiraling and
scaffolded tasks that move students toward conceptual understanding and independent use of what they are learning,
and ends by summarizing learning.
Sequencing of the instructional period is
predictable and logical.
Instruction explicitly states learning goals and makes connections to prior knowledge, subject areas, and/or student
experiences, incorporates modeling or demonstration, and/or assesses student understanding (such as questioning,
informal written assessments, charting), etc.
The lesson begins with a clearly defined
opening to strengthen learning.
The work period provides opportunities to practice, review, and apply new knowledge and receive feedback (for
example: independent practice, guided practice, small group, conferencing, hands-on learning, problem solving.
Instruction has a defined work period.
I
2.1
The lesson closing summarizes the learning goal(s), clarifies concepts, and addresses misconceptions. Students may
share their work that relates to the learning goal(s).
Instruction ends with a summary activity
that reinforces the learning.
The instructor provides rich information about new vocabulary words and how the new words function. New vocabulary
is presented and reinforced in the context of the standards being taught. Students are provided opportunities to use the
new words in their writing, reading, and conversations.
Content specific vocabulary is developed.
Instructor’s questioning techniques require students to compare, classify, analyze different perspectives, induce,
investigate, problem solve, inquire, research, make decisions, etc.
Higher order thinking skills and processes
are utilized in instruction.
I
2.2
All students are engaged in tasks that require comparison, classification, analysis of perspectives, induction,
investigation, problem solving, inquiry, research, decision making, etc.
Higher order thinking skills and processes
are evident in student work.
The standards are the expectation for learning for all students, but within a class period instruction is paced and
presented differently with the use of varying materials, resources, and tasks. (Instruction may be differentiated through
content, process, product, and/or learning environment.)
Instruction is differentiated to meet
student readiness levels, learning
profiles, and interests.
I
2.3
Instruction is explicitly made relevant to students. For example, classroom instruction is differentiated to reflect student
interests, leads to the creation of products that are useful in real-world problem solving, emphasizes inter-disciplinary
connections, leads to authentic assessments, and/or further reveals real-world problems and their potential solutions. (I-
2.4: Operational Descriptor F: Relevance and authenticity)
Instruction and tasks reinforce students’
understanding of the purpose for what
they are learning and its connection to the
world beyond the classroom.
I
2.4
34 Source: Georgia Department of Education, Georgia Assessment of Progress on School Standards, http://www.doe.k12.ga.us/tss_school_leader.aspx,
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Commonalities of Georgia‘s 85/10 High Schools
The instructor uses flexible grouping and sub-grouping of students related to readiness levels, interests, and learning
style preferences.
The classroom instructor implements
grouping strategies.
I
2.5
Instruction Strand Observed Examples
Teacher effectively uses technology to provide real-world, relevant application, to enhance students’ research skills and
to differentiate instruction to maximize student learning. Technology is used to enhance student learning of the
grade/content standards. (e.g. Interactive boards, computers, digital cameras, projection systems, calculators,
The use of technology is integrated
effectively into instruction.
I
2.7
probeware, software, interactive games, voting systems, Palm Pilots, Online Assessment, etc.)
Students use technology to research, create documents and/or projects, and to demonstrate a greater understanding of
the learning goals. (e.g. PowerPoint, webpages, etc.)
Students are engaged in rigorous work. Students interact with other students and teachers concerning their work and
the standards. The standards are held as the expectation for all students and are evident in classroom practices.
Students effectively use technology
during the class period.
Instructional goals, activities,
interactions, and classroom
environment convey high expectations
I
3.1
Students evaluate their own work aligned to the standards, elements, benchmark work, anchor papers or rubrics and are
provided the opportunity to revise their work. Students are on task and may use resources available in the room (content
maps, rubrics, computers, posted exemplary work, etc.)
Students demonstrate personal efficacy
and responsibility.
I
3.3
Assessment Strand Observed Examples
Formative assessments are utilized
The teacher is monitoring for student understanding throughout the instructional period, conferencing with students,
during instruction to provide immediate
asking questions, and/or engaging students in KWLs, 3-2-1 activities, quick write, ticket out the door, etc. The formative
A evidence of student learning.
assessments are used to provide students with frequent and specific feedback.
2.2 Written commentary is aligned to the
Commentary uses the language of the standard providing specific feedback by describing the quality of the student work
GPS standard(s) and elements or QCC
when compared to the desired learning goals. Commentary goes beyond “good job”, “great work”, etc.
content standards.
Planning and Organization Strand Observed Examples
Student support materials and resources are easily accessible to students (classroom library, technology, etc.).
PO Materials and resources are effectively
Materials and resources to support content area lessons are visible. Human resources (co-teachers, paraprofessionals,
3.2 allocated.
instructional coaches, etc.) are effectively utilized to maximize instruction for all learners.
PO Classroom management is conducive to
Expectations for behavior are evident (rules posted, behavior consistently monitored and addressed when necessary).
4.1 student learning.
Classroom practices and procedures are understood and followed.
PO Instruction is provided in a safe and
The classroom is clean and conducive to learning.
4.3 orderly environment.
Instructional time is maximized. Classroom instruction has no or minimal interruptions.
PO
4.2 The teacher maximizes instructional
Instruction begins and ends on time. Student transitions during instruction are smooth with no loss of instructional time.
time.
The teacher is monitoring student learning and actively engaged with students.
School Culture Strand Observed Examples
Students feel comfortable sharing their work and receiving feedback from the teacher and other students regarding their
work, students ask clarifying questions, etc.
The culture of the classroom reflects a
risk-free learning environment.
SC
1.1
.
121

Commonalities of Georgia‘s 85/10 High Schools
Appendix K
Worksheet of Common Risk Factors
122

Commonalities of Georgia‘s 85/10 High Schools
Appendix K
Worksheet of Common Risk Factors 35
Peach State Pathways Student Confidential Information
Other: _____________________
Employment over 20 hours per week
Language other than ENG in home
Educational Attainment of Parents
Family Status
Pregnancy-Teen Parent
Active SST Placement
In Extra-Curricular Activities (in HS)
Suspensions: In-and Out-of-School (HS)
Most Current Math Achievement Score
Most Current Reading Achievement Score
GHSGT Passed/GHSGT Attempted
Days absent (Current Year)
Days absent (previous year)
Retentions - Grades 9-12 (#)
Retentions - Grades 6-8 (#)
Retentions - Grades K-5 (#)
Students with Disabilities Program
Economically Disadvantaged
Age upon entering Grade 9
Date of Birth
Ethnic/Gender Distinctions
Total Units of Credit
Years in High School
Name - DOB 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
35 Source: Georgia Department of Education, http://www.gadoe.orgDMGetDocumentaspx.
123

Commonalities of Georgia‘s 85/10 High Schools
Appendix L
List of Strategies Used by 85/10 Schools
124

Commonalities of Georgia‘s 85/10 High Schools
Appendix L
List Of Strategies Used by 85/10 Schools
Certainly, an individual school would not implement all of the best practices listed below, nor should it.
However, this list may assist school leaders in designing schools that graduate large percentages of
students.
Curriculum
Rigor
1. Increase the rigor of all courses, college preparation, career technical, and elective.
2. Focus on mastery of all curriculum standards.
3. Increase the number of students who earn the Pass Plus score on the GHSGT.
4. Increase the number of AP courses offered.
5. Enroll all twelfth grade students in core academic courses and/or rigorous elective courses.
6. Consider requiring additional course credits beyond mandated by the state for graduation.
7. Offer an International Baccalaureate Program.
8. Eliminate or reduce the number of lower-level courses.
9. Focus on special education students and their learning.
10. Enroll special education students in college preparation courses.
11. Expect all special education students will earn a regular diploma.
12. Ensure all special education students’ teachers understand their disabilities and how they impact
the students’ learning.
13. Communicate continually that faculty and leaders believe the students can master the standards.
14. Ensure the order in which courses are offered best prepare students for the GHSGT.
15. Ensure students understand the importance of the curriculum to real life experiences and to life
after graduation.
16. Create a curriculum for the review of each GHSGT to ensure all teachers provide the same
instruction.
17. Create curricular academies.
18. Provide an international focus on the curriculum.
19. Require one novel to be read in each course each semester.
20. Open honors courses to all students.
21. Use rubrics (teachers and students) to evaluate student work.
22. Require students to have completed class work and homework missed in order to participate in
extracurricular activities.
23. Incorporate writing and composition throughout the curriculum.
24. Require literacy instruction in every course.
25. Require mathematics instruction throughout the curriculum.
26. Begin a Renaissance Program or a Shakespeare Festival.
27. Use an interdisciplinary approach to instruction.
28. Create co-teaching classrooms.
29. Create leadership programs for students.
Career and Technical Education
1. Emphasize career and technical education for all students.
2. Combine college preparation courses and technical preparation
courses.
3. Ensure the career and technical courses are relevant to employment
after graduation.
4. Provide work-based learning.
5. Employ CTAE Career Pathways, particularly the ones that lead to
industry certification.
6. Incorporate reading, mathematics, and science in all CTAE courses.
7. Require all students to take at least one career technical course.
8. Consider becoming a work-force ready community.
“Our career and
technical courses
are loaded with
academics.”
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Commonalities of Georgia‘s 85/10 High Schools
9. Host meetings of career and technical teachers with local employers.
10. Provide the Youth Apprenticeship Program.
Postsecondary Study
1. Emphasize postsecondary study for all students.
“We have a
2. Offer dual enrollment with a technical college, state college, and/or
laser-focus on
university.
3. Sponsor career and postsecondary fairs.
instruction.”
4. Encourage community groups and foundations to sponsor at-risk
students.
5. Encourage representatives of colleges, technical schools, and ROTC to come to the school.
6. Encourage the use of College 411.
Assessment
General
1. Assess students based on portfolios and projects as well as formal and informal tests.
2. Provide multiple opportunities for students to re-take certain teacher-made tests in order to
ensure standards are met and improve students’ grades.
3. Pre-assess ninth grade students in English and mathematics.
4. Encourage teachers to find alternative and differentiated assessments to determine if the student
has mastered the standards.
5. Analyze student work products and evidence of the mastery of standards.
6. Require all ninth, tenth, and eleventh grade students take the PSAT.
7. Provide incentives, such as a reserved parking space, for students who score Pass Plus on all
GHSGT.
GHSGT and EOCT
1. Provide remediation and/or review for the GHSGT and the EOCT and administer practice tests.
2. Administer predictor tests to identify students who are at risk of failing specific courses.
3. Focus on all students passing all the GHSGT and EOCT.
Benchmark and Common Assessments
1. Conduct benchmark assessments and use the results to improve the curriculum and instruction.
2. Drill to the domain level of benchmark assessments.
3. Create and use common assessments in all core subjects and/or use results to improve the
instructional program.
Instruction
Classroom Instruction
1. Focus teachers on using effective, research-based instructional strategies.
2. Emphasize the mastery of curriculum standards by each student.
3. Schedule each student in the proper course with the appropriate teacher.
4. Incorporate hands-on activities and varied instruction by including all learning modalities.
5. Ensure each student has mastered the prerequisite knowledge and skills needed to be successful
in the next level of learning.
6. Minimize interruptions of classroom instruction.
7. Consider joining a research-based school improvement organization.
8. Implement a formal reading program for high school students who were significantly below grade
level in reading.
9. Use the Pyramid of Intervention to design strategies to work with low-performing students.
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Commonalities of Georgia‘s 85/10 High Schools
10. Implement a teacher mentoring program where teachers are paired and work with each other to
improve instruction.
11. Provided time for mathematics, science, and CTAE teachers to collaborate.
12. Employ a reading teacher.
13. Used a quality teacher evaluation system as a strategy to improve instruction.
14. Employ an instructional coach to work directly with teachers on instructional issues.
15. Use strategies designed for gifted students with all students.
16. Provide summer assignments to students via the web.
17. Build an outdoor science classroom.
Collaboration for Instruction
1. Ensure teachers collaborate regularly on curriculum and instruction.
2. Provide common planning time for teachers, in vertical and horizontal teams.
3. Schedule common lunch time for teachers of the same subject.
4. Provide a formal or informal mechanism where teachers can observe each other’s instructional
techniques.
5. Provide teachers of core academic subjects few duties during the school day with the expectation
they will focus on instruction and be available to students for remediation.
6. Contact student and parents anytime the student’s average drops to 74 or below.
Programs and Interventions
Remedial Programs and Interventions
1. Provide a variety of remedial courses and review classes during the school day, particularly for
English/language arts, mathematics, science, and social studies.
2. Use the most effective teachers in remedial classes.
3. Provide a “double dose” of standards not mastered in the regular classrooms and remedial
classes.
4. Focus tutoring on remediation of students on specific
standards in all core academic subjects.
5. Offer classes that review subject content assessed on the
GHSGT and the EOCT.
6. Provide a specific structure for tutoring, such as specific
teachers are available in certain subjects on certain days
for a specific amount of time.
7. Provide Saturday school and intersessions for remediation.
“We provide a tutorial
for all athletes.””
8. Ensure teachers are available before and after school to assist students informally in their
classrooms.
9. Provide neighborhood tutorials where teachers go into neighborhoods after school to work with
students who cannot take advantage of after school tutorials due to a lack of transportation.
10. Hold study sessions in coffee shops.
11. Provide literacy carts in the school’s hallway that contain books for students to read, for which
they earn extra credit.
12. Provide specific courses during the school day designed to remediate students on standards not
mastered, EOCT, or GHSGT.
13. Provide a variety of tutoring programs focused on remediation of students on specific curriculum
standards.
14. Provide transportation for students who stay after school for tutoring.
15. Implement a peer-mentoring program.
16. Use the alternative school for remediating students as well as for disciplining students, focusing
on mastery of standards.
17. Establish a Performance Learning Center.
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Commonalities of Georgia‘s 85/10 High Schools
Technology-Based Instruction
1. Take advantage of the Virtual School.
2. Provide computer-assisted remedial programs.
3. Use the Elluminate technology to remediate students in their homes, with certain teachers
available at scheduled times during selected evenings.
4. Operate a student response system where students electronically answer the teacher’s
questions, and the teacher is provided immediate feedback regarding the mastery of subject
content for each student.
5. Provide laptop computers for classrooms.
6. Operate interactive electronic boards in classrooms.
7. Use the computer lab.
Advisement and Counseling Programs
1. Provide effective advisement and counseling programs.
2. Use the advisement and counseling programs to develop close, personal relationships with
students.
3. Use Peach State Pathways.
4. Work with students and parents to create a postsecondary and career plan.
5. Arrange for high school students, teachers, counselors, and/or soon-to-be-advisors to meet with
eighth grade students either at the middle school or high school.
6. Begin planning students’ high school careers early in the eighth grade.
7. Create a time when eighth grade students can go to the high school, tour the building, and meet
the faculty.
8. Structure the twelfth grade advisement with a teacher to student ratio of 1:3, with all staff
members, including custodians, having three seniors to advise and counsel.
9. Hold “gender-based” talks, male administrators with male students, and female with female.
10. Provide a senior workshop to assist twelfth grade students in applying for postsecondary study
and preparing for life after graduation.
11. Loop counselors.
Transition form Eighth Grade to Ninth Grade
Analyze all data available and use results to make educational
decisions about rising ninth graders before they begin their high
school careers.
1. Conduct vertical teaming for eighth and ninth grade teachers,
graduation coaches, and/or counselors to plan an easy
transition.
2. Determine and share with eighth grade faculty the skills and
knowledge students need to be successful in the ninth grade.
3. Analyze the data on individual students.
4. Conduct a graduation ceremony from the eighth to ninth
grade.
5. Pair older, successful high school students with eighth grade students.
6. Focus on the transition of special education students.
“Our advisers,
counselors, and
graduation coach save
many, many students
each year.”
7. Attend Individual Education Program (IEP) meetings of eighth grade special education students.
8. Create academic activities during the summer for rising ninth graders, such as a three-week
standards-based summer school, a math camp, and literacy camp.
9. Meet with eighth grade students and their parents to get the parents involved early in their
students’ high school career.
10. Host open houses, orientation sessions, and/or special nights for eighth grade students and their
parents.
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Commonalities of Georgia‘s 85/10 High Schools
Ninth Grade
1. Provide a structure for ninth grade students that eases them into the high school environment.
2. Assess the reading and mathematics skills of ninth graders and remediate any weaknesses.
3. Provide formal, intense remediation in classes designed specifically for those students who have
significant deficits in reading and mathematics.
4. Use graphic organizers and other learning tools.
5. Ensure ninth grade classes have a smaller teacher to pupil ratio.
6. Schedule the most effective teachers for ninth grade remediation.
7. Consider creating a ninth grade academy.
8. Require all ninth graders to take an oral communication class.
9. Enroll all ninth grade students in a Freshman 101 Study Skills course.
10. Implement similar teaching strategies and tools used by the students’ eighth grade teachers.
11. Assess students’ learning styles and discuss the results with them and their parents.
12. Conduct career assessments and develop high school and career plans.
13. Ensure ninth grade teachers have strong subject area content knowledge, exceptional researchbased
instructional strategies, and a caring attitude.
14. Recognize a Teacher of the Year for ninth grade.
15. Designate a ninth grade administrator.
16. Create a DVD for rising ninth grade students, “Here is What High School is Like.”
17. Stress involvement in extracurricular and co-curricular activities.
18. Host extracurricular and co-curricular fairs.
19. Provide an orientation for ninth graders, such as freshman night, open house, and/or freshman
festival.
Graduation Coaches Roles and Responsibilities
1. Spend the large majority of time working with students and
teachers.
2. Identify potential dropouts and appropriate programs and
interventions for those students.
3. Work with individual students before school and after school
and during the students’ elective courses.
4. Meet with students individually and in groups with a focus on
mastery of standards, passing the GHSGT and EOCT, and
earning the number of course credits needed for graduation.
5. Develop a personal relationship with the students.
6. Analyze student achievement data and other information and
work with the faculty in modifying the curriculum and/or
instruction based on the data.
7. Organize and present the data analyses in a form useful to teachers and others.
“Our professional
learning has changed
rather dramatically in
the past five years -
We focus on
learning.”
8. Keep track of students who are in jeopardy of not graduating to ensure the students are coming
to school, completing assignments, passing tests, and otherwise preparing for class.
9. Coordinate all remedial programs and interventions offered at the school.
10. Communicate with parents.
11. Develop a trusting, open relationship not only with students, but with parents and other children in
the family.
12. Conduct home visits.
13. Recommend certain at-risk students for honors classes.
14. Screen all eighth graders in English/language arts and mathematics.
15. Involve business persons and community leaders.
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Commonalities of Georgia‘s 85/10 High Schools
Structure of Time
1. rovide students who have significant deficits, particularly in reading and mathematics, with
additional time outside their regularly scheduled courses for remediation.
2. Analyze how the school is structured using the time students are in school to best advantage.
3. View the school schedule as flexible, day-to-day and week-to-week.
4. Hold more formal remediation sessions after school focusing on certain subjects on certain days
where a teacher of the subject works with students on standards not mastered.
5. Modify the school day to include courses that meet regularly during the school day for
remediation. Modify the school year by adding additional days for remediation, such as Saturday
school and intersessions.
6. Consider structuring the school day to minimize the non-instructional time of students and
teachers.
7. Provide lunch and learn activities where teachers or administrators meet with certain students
during the lunch period.
8. Add a literacy period during the regular school day.
9. Designate periods on certain days when certain teachers work with a small number of students to
prepare for the GHSGT.
Leadership
Strong Instructional Leaders
1. Use knowledge of curriculum, instructional strategies, and assessment as tools to improve
student learning.
2. Selectively hire teachers, particularly, ensuring the potential employees have content knowledge
and a variety of effective, research-based instructional strategies.
3. Ensure all employees “fit” into the school’s culture.
4. Implement a non-threatening, high-quality teacher evaluation system and use the results to help
teachers improve their instructional skills.
5. Identify weak teachers and provide support to improve.
6. Become cheerleaders who celebrate the successes of the school,
individual students, teachers, and others.
Shared Leadership
1. Include teachers in making decisions regarding the school.
2. Involve department chairpersons and others in a formal decisionmaking
process.
3. Appoint school improvement committees and other committees to
work on various issues within the school.
4. Involve faculty to determine which students should be scheduled with
which teachers.
5. Challenge teachers to challenge students academically.
6. Eliminate all disrespect in the school.
7. Observe classrooms each week and provide feedback to the teachers.
8. Seek the talents and strengths of students, teachers, and others and use them to enrich the
school.
9. Encourage community organizations to fund credit recovery and Virtual School for students who
cannot afford it.
Professional Learning
If we can get the
students into the
tenth grade, the
probability that
they will
graduate is
much higher.”
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Commonalities of Georgia‘s 85/10 High Schools
Professional Learning for Instruction
1. Provide research-based professional learning opportunities focusing on improving instruction and
increasing student achievement.
2. Hold teachers and others accountable for their professional learning and expect implementation
and application of what was learned.
3. Some instructional-focused professional learning topics include:
a. Georgia Performance Standards,
b. Differentiated Instruction,
c. Hands-on Learning,
d. Pyramid of Intervention,
e. Math I and II,
f. Learning Focused Strategies,
g. Training for Mentor Teachers,
h. Designing Quality Assessments,
i. Instructional Best Practices,
j. School Keys,
k. Instruction on Georgia Performance Standards,
l. Vertical and Horizontal Teaming,
m. Analyses of GHSGT and EOCT Data,
n. Evidence of Standards Mastery, and
o. Standards-based Instruction.
“Our
expectations are
high for our
students and
even higher for
ourselves.”
Professional Learning Communities
1. Implement professional learning communities that meet
regularly to examine and apply research-based strategies, analyze student work, create tools,
and/or solve problems.
2. Conduct action research.
3. Involve each faculty member in at least one professional learning community.
4. Have professional learning communities research and apply knowledge and strategies gleaned
from a particular book or body of research.
5. Use professional learning communities to create common assessments.
6. Host a year-end culminating activity where professional learning communities celebrate what they
have learned.
7. Use the professional learning community to apply research-based instructional strategies in the
classrooms, with the faculty observing one another’s application of these strategies in the
classrooms.
8. Plan and implement a year-long focus on areas of improvement designated by the teachers,
devoting the first half of the school year to small study groups of teachers who study the research
selected and devoting the second half of the year to working in collaborative teams to implement
the research findings.
Site-Based Professional Learning
1. Develop site-based professional learning based on the needs identified by teachers and
administrators.
2. Host an in-house conference, planned and conducted by teachers and administrators.
3. Provide a year-long study and implementation of research selected by the teachers, with teachers
earning one Professional Learning Unit (PLU) each year without leaving the school.
4. Structure a process where teachers who are skilled in certain areas are observed on a regular
basis by other teachers.
5. Use the Georgia Assessment of Performance on School Standards (GAPSS) Classroom
Instruction Observation Form when leaders or teachers observe teachers.
6. Provide professional learning during early release days several times a year.
7. Meet with each professional learning community at least once per quarter or semester.
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Commonalities of Georgia‘s 85/10 High Schools
External Professional Learning
1. Provide opportunities for the faculty and others to attend high-quality, research-based
conferences and workshops, and multi-year school improvement programs and ensure they will
teach what they have learned upon their return.
Continuous Improvement
Mission, Goals, and School Improvement Plans
1. Consider the following for the focus of a school’s mission, goals, and plans:
a. We have high expectations all students will graduate,
b. Our business is continuous improvement,
c. We focus on individual students, not subgroups,
d. Our goals are focused and clear,
e. We focus on ninth grade success,
f. Our goal is all students will earn a diploma,
g. We focus on work ethics,
h. Our goal is 100 percent of students will graduate,
i. Our philosophy is students will not just graduate, they will be prepared for life after high
school,
j. We want every standard mastered,
k. Our goal is to equip and inspire our students to graduate,
l. We communicate our high expectations to the students,
m. Our goal is to attract students who have already dropped out of school even though it will not
improve the school’s AYP rating, and
n. We have guiding principles all follow.
2. In creating mission, goals, and school improvement plans, consider:
a. Using strategic thinking – what does each student need,
b. Creating school improvement committees to develop a school improvement plan,
c. Setting goals for the year by department and designing 45-day action plans for each goal,
d. Planning each year with the faculty during the summer, sometimes in retreats, and
e. Creating a committee structure where the faculty can work to solve problems.
Customer Focus
1. Embrace the mindset the student is the identified customer.
2. Measure customer satisfaction and use the data to improve the graduation rate.
3. Survey students, parents, and faculty and use the results to improve the school.
4. Measure student and teacher satisfaction and involvement in the school.
5. Designate a customer satisfaction focus each year.
6. Ensure the school improvement plan guides decision-making.
Tools
1. Use one of the following as a tool for continuous improvement:
a. The Balanced Scorecard,
b. The Baldridge Criteria,
“Everyone knows our
c. Plan-Do-Check-Act, or
mission, even the
d. Backward Design.
students.”
2. Develop the school’s continuous improvement processes for
improving student learning: For example:
a. Pretest students,
b. Identify strengths and weaknesses,
c. Modify and/or adjust the curriculum,
d. Use instructional strategies to address the strengths and weaknesses,
e. Post-test the students,
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Commonalities of Georgia‘s 85/10 High Schools
f. Modify and/or adjust the curriculum and instruction for those who do not master the
standards, and
g. Return to step one.
Use of Data
1. Use reliable data from all sources possible to make decisions about the school, particularly to:
a. Make decisions about instruction in the classroom,
b. Place students in the appropriate courses and classrooms,
c. Analyze the academic needs of students, especially rising ninth grade students, and
d. Solve problems.
2. Implement professional learning communities, school improvement teams, or data teams to
collect, disaggregate, and analyze data.
3. Create vertical and horizontal teams to collect and analyze data about students, subject areas,
and grades to refine the instructional process.
4. Use technology to analyze academic and other data and to track test data to determine by
standard and domain if each student has mastered the curriculum standards.
5. Conduct analyses of data on students each year before the school year begins.
7. Useful data are:
a. SAT scores,
b. AP scores,
c. GHSGT and EOCT and re-test scores,
d. Number of Pass Plus scores on the GHSGT,
e. Graduation rates,
f. Benchmark assessment data,
g. Pass/fail rates of each course and each grade,
h. Survey results,
i. CRCT scores from middle and elementary schools,
j. Discipline records, and
k. Attendance records.
School Culture
High Expectations for All Students and Faculty
1. Ensure high expectations for all students and faculty members are a driving force in the school.
2. Communicate high expectations continually to all students, teachers, and others in the school.
3. Indoctrinate new teachers and new students with high expectations before they arrive on campus.
4. Create a zero tolerance for failure.
5. Celebrate successes.
Focus on Academics
1. Emphasize academics and student learning, focusing on mastery of all standards.
2. Protect the time of core academic teachers by giving them fewer before school and after school
duties and expect them to spend time working with students.
3. Hold everyone accountable for student learning, beginning with the principal.
4. Focus on a culture that encourages innovation.
5. Conduct transition classes and other activities with a focus on the culture of the school, especially
high expectations and strong work ethic.
Every Student, A Place
1. Focus on developing personal relationships with every student.
2. Find each student a place to feel safe and to belong.
3. Emphasize the school will not give up on any student.
4. Provide each student a genuine caring environment.
“Every adult in
the building
adopts at least
one senior.”
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Commonalities of Georgia‘s 85/10 High Schools
5. Use the advisement program as a tool in developing personal relationships with students.
6. Focus on the teachers’ departmental structure and their ownership for the learning of all students
taking their courses.
7. Engage all students in some activity in the school.
8. Create opportunities for each student to be involved.
9. Find the talent, skill, and/or strength of each student and teacher and use these to enrich the
school’s culture.
10. Involve students in the governance of the school.
11. Emphasize extracurricular and co-curricular activities as means to develop relationships with
students.
Knowledgeable, Dedicated Faculty
1. Build a dedicated faculty that goes beyond expectations to focus on all students and their
learning.
2. Expect teachers to be available after hours and outside of the classroom.
3. Create an expert, knowledgeable, stable faculty with low faculty turn-over, and good teacher
morale.
4. Insist each faculty member has strong content knowledge and uses varied, research-based
instructional strategies.
5. Train committees of teachers and others to interview potential employees to determine if they
have the knowledge and skills necessary to work in the school and if they would fit the school’s
culture.
Open, Respectful Family Atmosphere
1. Create an open atmosphere where all individuals feel safe to voice concerns to the
administration.
2. Demand a respectful student body and faculty.
3. Create a family atmosphere with everyone knowing and caring for each other.
Family Involvement
Communications with Parents
1. Emphasize frequent, regular contacts with parents, especially when things are going well.
2. Use the graduation coaches, counselors, teachers, social workers and administrators in
communicating with parents.
3. Expect teachers to call all parents at the beginning of the year to start school on a positive note.
4. Conduct home visits, as needed.
5. Use web-based technology where parents can access their students’ grades and teachers can
communicate about upcoming projects and tests.
6. Use blast e-mails.
7. Communicate with parents when their children are absent from school.
8. Create and maintain a website and use it as a communication tool.
9. Be mindful of those families who do not have
access to technology.
10. Communicate the following to parents:
a. Test dates,
b. Tutorials available,
c. High expectations for students and staff,
d. Advisement sessions,
e. Financial aid for postsecondary education,
f. Scholarships,
g. Open houses, orientations, and other activities in the school,
h. Sports, and
i. Upcoming events.
We contact all soon–to-be
ninth graders and their
parents and welcome them to
our school.
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Commonalities of Georgia‘s 85/10 High Schools
11. Use the following tools to communicate with families:
a. Newsletters,
b. E-mails,
c. Newspaper columns, and
d. Local cable shows.
Activities for Parents and Other Family Members
1. Provide parent/student advisement for students and their
parents.
2. Organize a report card night where parents come into the
school, meet with teachers, and get their student’s report card.
3. Hold open houses at the school or in places frequented by the
community.
4. Conduct career fairs.
5. Encourage parents to attend parent night and follow their student’s schedule, meeting all their
child’s teachers,
6. Hold spaghetti suppers for families.
7. Develop strong PTSAs.
8. Open the computer labs after school hours for students and their families.
9. Employ a bilingual member of the faculty whose focus it is to work with English as a Second
Language learners and their parents.
10. Hold a counselor/parent night and/or senior/parent night.
11. Create academic, athletic, and fine arts booster clubs.
12. Provide a specific time each week when teachers are available for parent conferences.
13. Provide Thanksgiving lunch.
14. Plan and conduct health fairs.
15. Assist seniors in applying for financial aid and to postsecondary schools.
16. Offer senior/parent suppers.
17. Provide back yard barbecues on campus.
18. Encourage parents to lunch with students.
19. Conduct junior year evaluations with parents of the student’s progress toward graduation.
20. Conduct festivals.
Community Involvement
“Our families love
to come to our
schools – and we
are building
relationships with
the next generation
of high schoolers.”
1. Create an effective Partners in Education Program.
2. Organize career fairs with involvement from local businesses and postsecondary schools.
3. Work closely with Georgia Family Connection Partnership.
4. Create local cable television shows.
5. Work with the juvenile court judge on student attendance and other issues.
6. Encourage volunteers in the school.
7. Participate in work-ready community activities.
8. Organize a football camp for young children.
9. Host meetings of local employers and vocational department teachers.
10. Seek opportunities to involve students in state and national curricular programs and service
organizations.
11. Involve banks, Lions Clubs, Rotary Clubs, Chambers of Commerce, and other organizations.
12. Create an advisory body comprised of business partners, mentors, and other community
members.
13. Emphasize alumni involvement and support.
14. Encourage community organizations to develop programs for high school students.
15. Consider creating a school foundation.
16. Involve at least one of the following in tutoring and other activities:
a. Colleges and universities,
b. State and local governmental agencies,
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Commonalities of Georgia‘s 85/10 High Schools
c. Local and state businesses,
d. Churches, and
e. Civic organizations.
Policies and Procedures
Identification of Potential Dropouts
1. Develop technology that will analyze the profiles of the school’s dropouts and more effectively
and efficiently identify potential dropouts.
2. Ensure checklists are research-based if they are used to identify potential dropouts.
3. Ensure potential dropouts are provided support based on individual needs.
Student Attendance
1. Contact parents each day their children are absent.
2. Create a tiered structure that escalates communication with students and parents as the number
of days absent increases.
3. Create mechanisms that when the student returns from a long absence it is possible to complete
the work and earn credit for the days missed.
4. Create teams, including the school resource officers, counselors, graduation coaches.
administrators, focused on getting students back in school.
5. Notify the juvenile justice system of truant students.
6. Organize a Saturday school that provides opportunities for students to complete the assignments
missed due to absences.
7. Develop contracts among the student, parents, and school when the student is absent for a
certain number of days.
Withdrawing Students
1. Create procedures to use if students decide to drop out of school before graduation.
2. Use a team approach to meet with the students and their parents.
3. Present options to students for staying in school, such as attending night school or alternative
school or earning a GED.
4. Discuss the realities of life without a diploma and give statistics about
the future earning power and employment potential of those who drop
out of school.
5. Locate every student who is absent for more than a certain number of
days, contacting friends and/or family members to determine where the
student is.
6. Track the students’ records to determine if another school has requested
them.
7. Ensure the coding procedures for students who leave school prior to
graduation are effective.
8. Ensure the individuals who actually code the students in the student
information system are trained and accurately enter the data.
9. Create a mechanism for follow-up and review at the school district level to ensure the data are
correct.
Discipline
1. Create discipline procedures which result in fewer out-of-school suspensions.
2. Eliminate or reduce the number of students who are out-of-school for disciplinary reasons.
Support from the Board of Education and the School System
“Our challenge
is to get
students into
our school. If
we can get them
here, they will
learn.”
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Commonalities of Georgia‘s 85/10 High Schools
1. Ensure support for school improvement efforts by the local board of education and central office
administrators.
2. Eliminate bureaucracy that may exist.
Georgia Assessment of Progress on School Standards (GAPSS)
1. Volunteer to have a GAPSS analysis conducted at the school.
2. Use the results in continuous improvement processes.
3. Volunteer administrators and teachers to participate as team members in the GAPSS process so
they can learn about the school standards.
4. Use the GAPSS Classroom Instruction Observation Form when administrators or teachers
observe teachers.
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Commonalities of Georgia‘s 85/10 High Schools
Appendix M
State Education Agency Actions
To Create a State Longitudinal Data System
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Commonalities of Georgia‘s 85/10 High Schools
Appendix M
State Education Agency Actions 36
To Create a State Longitudinal Data System
The Data Quality Campaign recommends the following specific State education agency actions
associated with the following 10 elements necessary to create a State longitudinal data system. The
State is moving toward these essential elements through the work of the Georgia DOE, OSA, and the
Alliance of Education Agency Heads.
1. A Unique Statewide Student Identifier
The State assigns each student a unique statewide student identifier that can be used to match
records accurately across databases and years.
The State develops procedures to ensure that two identifiers of the same type are not assigned to
the same student (e.g., when the student moves, she/he keeps the same identifier) and that two
students are not assigned the same identifier.
The State assigns an identifier that will follow each student from kindergarten (or prekindergarten
when applicable) through 12th grade as he or she moves across campuses or districts and
leaves and re-enters the State’s public education system.
2. Student-Level Enrollment, Demographic and Program Participation Information
The State collects information at least, annually on each student’s:
o Campus of enrollment,
o Grade level,
o Gender,
o Ethnicity,
o Socioeconomic status,
o English language learner status,
o Participation in bilingual or English as a Second Language program,
o Special education status,
o Migrant status,
o Title I status, and
o Gifted and talented status.
At least one enrollment data collection takes place in the fall.
At least one data collection for each of these items occurs at a different time from when the State
tests are administered.
The information is stored permanently in a State database. (If the information is used to populate
the test database and then discarded, the State loses track of enrollment over time.)
The State collects student attendance data either daily or over a small period of time (e.g., over a six- or
nine-week period) that includes at a minimum campus of attendance, number of days absent, and
number of days present.
3. The Ability To Match Individual Students’ Test Records from Year to Year To Measure
Academic Growth
The State updates its student test database with demographic and program participation
information collected earlier in the school year rather than updating it at the time of the test
administration. (This assumes a student identifier is available to connect the two databases.)
The State collects and permanently stores information on each student’s test score in each
subject for year to year comparisons. The information may be disaggregated by skill or skill area
for each student (e.g., reading comprehension, ability to identify the main idea).
The State makes the data available and/or uses the statewide database to conduct research and
program evaluation activities (e.g., the measurement of year to year student academic growth).
36
Data Quality Campaign, Creating a Longitudinal Data System: Using Data to Improve Student Achievement, 2006,
www.dataqualitycampaign.org. p15-16.
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Commonalities of Georgia‘s 85/10 High Schools
At the beginning of the year, the State makes available to each teacher student test score
information on State assessments that can be broken out by specific skill areas within each
subject for each of the teacher’s students.
4. Information on Untested Students
The State maintains a record for each untested student in a tested grade, including information
on why the student was not tested.
The State matches information on untested students to demographic, program participation, and
attendance information.
The State conducts analyses of patterns among untested students across campuses and
districts.
5. A Teacher Identifier System with the Ability To Match Teachers to Students
The State assigns each teacher a unique statewide identifier that can be used to match records
accurately across databases and years.
The State develops procedures to ensure that two identifiers of the same type are not assigned to
the same teacher and that two teachers are not assigned the same identifier.
The State collects information on each teacher’s college major, graduate school degrees by
degree type and subject, types of certification or credentials, certification exam scores, salary,
and experience.
The State collects data from each school district that match each teacher to the students taught in
each of the teacher’s classes, by teacher and student identifier.
6. Student-Level Transcript Information, Including Information on Courses Completed and Grades
Earned
The State adopts or develops and maintains an ongoing electronic course classification system
(including standard course numbers, titles, and descriptions).
The State collects individual course completion records for all courses taken in middle and high
school. These include:
o Courses taken during the regular fall or spring semesters,
o Courses taken in summer school,
o Courses taken in middle school for high school credit (e.g., Algebra I),
o Courses taken at local colleges for dual credit,
o Credits transferred from private high schools or home school, and
o Credit received for distance learning.
The State also collects the grade the student earned in each course and the student’s overall
grade point average.
Individual student records in the course completion database can be connected to the same
students’ records in the enrollment, demographic, program participation, and test databases.
7. Student-Level College Readiness Test Scores
The State acquires and permanently stores student-level results by individual assessment for
each of the following: Scholastic Aptitude Tests (SAT), Scholastic Aptitude Tests II (SAT II),
American College Tests (ACT), AP tests, and International Baccalaureate (IB) scores.
The State is able to connect the student-level test data mentioned above to the enrollment,
demographic, program participation, and test databases.
8. Student-Level Graduation and Dropout Data
The State collects and stores graduation and dropout data at the student level.
The State collects and stores student-level graduation data by diploma type.
For students in grades 7–12 who were enrolled in one year, not enrolled the next year and did not
graduate, the State collects information from local school districts on where each departing
student went. The evidence on departing students can be used to determine whether students
graduated, dropped out, transferred to another school, district or State, earned a General
Education Diploma (GED), or are missing (they cannot be located, and no evidence exists on
where they went).
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Commonalities of Georgia‘s 85/10 High Schools
The State makes every effort to track reported dropouts back to other schools in the State via the
enrollment, test, and/or attendance databases.
The State has standards for the types of evidence that may be used to determine where
departing students went.
The State has standards for the percentage of departing students that school districts should be
able to locate.
The State applies consequences to school districts that do a poor job of accounting for missing
students (e.g., lower accountability rating).
9. The Ability To Match Student Records Between P–12 and Postsecondary Systems
The State works with the postsecondary system to match student-level records among all
institutions of the State’s P–12 and public higher education systems.
The postsecondary information to be matched includes, but is not limited to, student records on:
o Enrollment,
o Course completion,
o Graduation,
o Degrees and certificates received, and
o Performance on mandated State tests administered by the postsecondary system.
10. A State Data Audit System Assessing Data Quality, Validity, and Reliability
The State develops a clear set of data standards and definitions that apply to all data received by
the State education agency.
The State provides training on these data standards to local school district personnel.
The State performs statistical checks on data submitted by school districts.
The State has criteria established for determining when data submitted by school districts are
likely to be in error.
The State has a system for investigating the accuracy of data that are flagged by the statistical
checks.
The State has a system for occasionally spot-checking the accuracy of data in cases that are not
flagged by statistical checks.
The State has a system of selecting districts for on-site audits and performs on-site audits in the
selected districts.
The State imposes consequences on school districts that do a poor job of collecting and
submitting accurate and complete information.”
141

Commonalities of Georgia‘s 85/10 High Schools
Appendix N
Georgia Receives $8.9 Million Grant to Improve
Education Data System
142

Commonalities of Georgia‘s 85/10 High Schools
Appendix N
Georgia Receives $8.9 Million Grant to Improve
Education Data System
MEDIA CONTACT: Ga OE Communications office, (404) 651-7358, mcardoza@gadoe.org
April 7, 2009 -- Georgia has been awarded an $8.9 million grant by the federal government to improve
its statewide educational data system.
Georgia was one of 27 states that received a 2009 Statewide Longitudinal Data System Grant from the
Institute of Educational Sciences, a division of the U.S. Department of Education.
"This grant will allow the state, our schools and school systems to use data more efficiently and
effectively to guide policy and instruction," said State Superintendent of Schools Kathy Cox. "We have
already made tremendous progress in this area, but this grant will allow us to go the next level."
Georgia will use the grant money over the next four years to improve data exchanges between the
state and local districts as well as other areas of education, such as pre-K and higher education. The
State Board of Education has identified the improvement of statewide data tools and resources as one
of its key initiatives in its strategic plan.
The Statewide Longitudinal Data System Grants were created to enhance the ability of States to
efficiently and accurately manage, analyze, and use education data, including individual student
records. The data systems developed with funds from these grants should help states, districts,
schools, and teachers make data-driven decisions to improve student learning, as well as facilitate
research to increase student achievement and close achievement gaps.
MORE INFORMATION:
- Learn more about the Statewide Longitudinal Data System Project:
http://nces.ed.gov/Programs/SLDS/index.asp
- Learn more about Georgia's plan for using the LDS funds:
http://nces.ed.gov/Programs/SLDS/state.asp?stateabbr=GA
- GaDOE/State Board of Education Strategic Plan, Goal 6:
http://www.gadoe.org/strategicPlan.aspx?&PageReq=Goal&GoalID=6
143

Commonalities of Georgia‘s 85/10 High Schools
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144

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151

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